Course work: Pedagogical ways and conditions for the formation of independence in the activities of younger students. International Journal of Applied and Basic Research
Read also
DEVELOPMENT OF INDEPENDENCE IN YOUNGER SCHOOL CHILDREN
BPOU RA "Gorno-Altai Pedagogical College",
teacher of psychological and pedagogical disciplines Lomshina T.V.
In line with the formation of a developing paradigm of teaching, the direction of ideas is shifting from the issues of organizing independent activity to the problem of achieving independence by the student, taking into account his interests and capabilities. MA Danilov notes that it is possible to stimulate the development of independence by modeling the learning difficulties of students and creating problem situations.
The independence of a student is the ability to set himself various educational tasks and solve them without support and motivation from the outside. It is associated with a person's need to perform actions on their own conscious motivation. That is, such features of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals, plan their work come to the fore. The adult's help is to force these qualities to manifest themselves in full, not to suppress them by constant overprotection. The problem of the formation of educational independence of students is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students' readiness for self-determination and self-development in the constantly changing conditions of the development of our society.
At the initial stage of teaching in the activities of the teacher, the priority tasks are: teaching students the ability to set goals and independently organize their activities to achieve them; evaluate the results of their actions, i.e. the main task of the teacher is to form the components of educational activity. At the same time, formation is understood not as “violent” activity “from the outside,” but the creation of conditions for organizing and managing independent activity by students. The role of the teacher in this process is also to select the necessary means and techniques for their implementation.
To effectively guide students' independent learning activities, it is important to identify the signs of independent work:
availability of a teacher's assignment;
teacher guidance;
student independence;
completing the assignment without the direct participation of the teacher;
student activity.
For the successful organization of independent work in the classroom, it is important for a teacher to use various methodological recommendations and memos. When performing various tasks or analyzing completed tasks, students' attention is constantly drawn to memos, recommendations, algorithms. This helps them to quickly master the necessary skills, learn a certain order of actions and some general ways of organizing their activities. Control is very important performing independent work. Each independent work must be checked, summed up, determined: what was the best, and what should be paid special attention. It is necessary to recognize the cause of the error - to find the right way to fix it. It is when doing independent work that there is a real opportunity to find out the cause of the error, and, consequently, to correctly plan the independent work of students related to improving skills, achieving solid knowledge, and rational use of study time. The results of independent work allow the student to see his progress. Since one of the leading tasks facing the teacher is to create conditions for organizing and managing the independent activities of students, it becomes necessary to determine the main stages of organizing independent educational activities of younger students, both at the teacher's level and at the student's level. The technological rationale for this organization represents the activities of the teacher and student at the respective stages of the lesson. The most effective type of independent work is independent work of a creative nature. An important condition for the formation of independent creative activity is motivation, which is based on educational and cognitive interest among elementary school students. To increase the effectiveness of the formation of motivation, its diagnostics is carried out. Starting from the 2nd grade, through a questionnaire, it is possible to determine the type of educational and cognitive interest of students.
Independence as a personality trait is characterized by a high level of conscious activity that the child carries out without outside help.
Analysis of these studies shows that when identifying the conditions and means of developing independence, many authors attempt to identify as many different factors as possible, which are far from unambiguous from the point of view of the development of independence in children. So, Yu. N. Dmitrieva identifies five components of the manifestation of independence: 1) the circle and system of knowledge; 2) mastering the methods of mental activity; 3) mastering certain organizational technological skills; 4) strong-willed purposefulness; 5) the focus of the individual on solving problems related to her needs.
N.A. Polovnikova substantiates the following levels of manifestation of independence by younger schoolchildren: copy-reproducing, combined and creative:
Level I - independent performance by schoolchildren of exercises, tasks and tasks with the aim of training according to the shown, ready-made model, where the knowledge of children “is not rebuilt”, but reproductive actions are performed with a minimum expenditure of mental effort;
Level II - characterized by the fact that children perform more complex actions to transfer knowledge and skills (as if making the transition from “ignorance” to “knowledge”), i.e. carry out independent activities;
Level III - the ability to creatively use existing knowledge and skills in new conditions, when solving various problem situations, the manifestation of a willingness to practically use knowledge in life at the level of creative activity on a topic set by the teacher, as well as at the level of creative activity on an independently chosen topic.
Thus, the independence of a primary school student is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for their activities and behavior, expressed in the ability to set certain goals and achieve them on their own.
Bibliographic list:
Gavrilycheva, G. Education of independence [Text] / G. Gavrilycheva // Education of schoolchildren. - 2008. - No. 6. - S. 33-38.
Danilov, MA Education in schoolchildren of independence and creative activity in the learning process [Text] / MA Danilov. - M .: Education, 2008 .-- 82 p.
Dmitrieva, Yu. N. Psychological foundations of independence as personality traits [Text] / Yu. N. Dmitrieva // Scientific notes. - M .: MGU, 2004 .-- 657 p.
In modern socio-cultural conditions, the issues of upbringing the younger generation, the formation of personal qualities in children, necessary for successful self-realization, are of particular importance. As rightly noted by E.I. Kazakova: “in the educational process, three“ institutes ”are leading: family, school and society (as a whole). However, one should not forget that, as in the educational process as a whole, the leading role remains with the child himself, i.e. education remains successful only when it turns into a self-education program. "
This allows us to assume that one of the most important qualities that must be formed and developed from childhood is independence.
In fact, many children are not fully independent. Not surprisingly, as children get older, parents begin to wonder why their child is not accustomed to anything and is not able to do anything, and, therefore, they begin to blame everyone around them. But, first of all, everything originates in the family.
Often parents themselves refuse to bring up independence in a child, since it is easier and more convenient for them. For example, when a child does his homework under the full supervision of his parents and refuses to do it if the adults are not at home. Or children are accustomed to the fact that nothing can be done without the knowledge of their parents, and therefore, without special instructions, they do not go to buy food or do something around the house. Or a child wants to do something on his own, but adults, due to excessive care and fear for him, do not allow him to do anything.
This explains our appeal to the problem of the formation of independence in younger schoolchildren.
The concept of independence is interpreted in different ways in different sources.
In the Psychological Encyclopedia, independence is defined as "a strong-willed quality of a person, which consists in the ability to set goals on his own initiative, to find ways to achieve them without outside help and to carry out decisions."
In the dictionary of social pedagogy, independence is defined as "a generalized quality of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for their activities and behavior."
Analysis of these and other definitions of the concept of "independence" allows us to conclude that independence is a volitional quality of a person, which is characterized by an initiative, critical, responsible attitude to one's own activity, the ability to plan this activity, set tasks for oneself and look for ways to solve them without an outsider. assistance, while relying on the knowledge, skills and abilities available in their own experience.
Independence is formed as the child grows up and has its own characteristics at each age stage. However, at any age, it is important to reasonably encourage children's independence, to develop the necessary skills and abilities. Restriction of the child's independent activity leads to suppression of the personality, causes negative reactions.
Younger school age, according to psychologists and teachers, is key for the development of various qualities in children, with the help of which they can realize themselves in life.
Let us consider where and how the independence of primary schoolchildren can most fully manifest and develop.
According to Russian psychologists (D.B. Elkonin, V.V.Davydov, G.A. Tsukerman, etc.), the leading activity of a junior schoolchild is educational activity. Independence in educational activity is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, task and find an approach to their solution. In order to promote the development of independence in educational activities, psychologists recommend that the child be presented with the opportunity to express his own point of view on a particular issue and strive to ensure that the child performs educational tasks without outside help.
Play activities continue to occupy an important place in the life of younger schoolchildren. In the process of role-playing games, children can master those personality traits that attract them in real life. For example, a student who does not study well, takes the role of an excellent student and tries, having fulfilled all the game rules, to fully correspond to the role. Such a situation will contribute to the assimilation of the younger student of the requirements that must be met in order to become a successful student. Independence manifests itself and develops in the choice and deployment of plots of role-playing games, in the ability to make decisions in various situations, as well as to control their actions and deeds.
In primary school age, in addition to learning and playing, work activity has an impact on the development of independence. A feature of this age period is that the child shows interest to a greater extent not in the result, but in the labor process. Due to the fact that all mental processes at this age are characterized by involuntary behavior, the younger student does not always act according to the model, is often distracted, he gets some random details, he begins to invent something of his own. If a younger student takes part in collective labor activity, he develops not only independence, but also responsibility for the implementation of the task entrusted to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other people.
Feelings associated with a successful job are important. The child experiences joy, satisfaction from the fact that he does something with his own hands, that he is good at this or that thing, that he helps adults. All this prompts him to active labor activity.
The development of independence in younger students is facilitated by the creation of a situation of choice. As noted by S.Yu. Shalova, “the situation of choice presupposes a certain degree of freedom, i.e. the ability of a person to determine the most appropriate behavior option in a given situation or a way to solve a problem, etc., and at the same time be responsible for his choice, and therefore for the results of his activities. In the pedagogical process, it is important that it be “positive” freedom - “freedom for ...”: for the manifestation of socially and personally significant qualities, for the realization of the abilities that make up the individual potential of each student ”.
The performed theoretical analysis allows us to assert that since the activities of a younger student are organized and directed by adults, their task is to achieve his maximum independence and manifestation of activity.
To identify the role of parents in the formation of independence in children of primary school age, we conducted an empirical study. For this purpose, a questionnaire specially developed by us was used, which is presented in full at the end of the article. Parents of 3rd grade pupils of the Yekaterinovskaya secondary school, Matveyevo-Kurgan district of the Rostov region were involved in the survey.
A quantitative and qualitative analysis of the parents' answers to questions 1-3 allows us to find out their idea of independence. Processing and analysis of the research results were carried out for each question separately.
When asked what they mean by "independence", the majority of parents (70%) answered that independence is personal responsibility for their activities and behavior. And 20% of the respondents believe that independence is the ability to act without anyone's interference. And only one person believes that independence is both.
When asked what qualities characterize an independent person, the respondents answered ambiguously: 70% singled out such qualities as courage and responsibility, and 30% are sure that an independent person should be proactive and decisive.
The question of what is the main task of the educator in the formation of independence in children of primary school age has caused great difficulties. 30% of the respondents did not think about this problem at all. A small part of parents (20%) think that it is necessary to take into account the age characteristics of their children. The rest came to the conclusion that the inclusion of children in labor activity is the main task of the educator.
Based on the foregoing, it can be argued that most parents have an idea of what independence is, what qualities an independent person should have and what an educator needs to do to form independence in children. And those who were not entirely accurate in their statements, either did not think at all about the development of their child's independence, or assign this task only to the teaching staff of the school.
Answers to questions 4-10 contain information about what efforts adults make to develop independence in their child.
The fourth question: "What kind of assignment do you give your child?"
Parents were offered 4 possible answers, among which the answer is that the child can clean his room. This option was chosen by 80% of the respondents, and the rest do not give and do not consider it necessary to give their children any instructions.
In answers to the question of what kind of joint activity the child is allowed to take initiative, an almost unanimous choice fell on play activity, but one person believes that his child is still too young to take initiative.
The sixth question: "What decision will you allow the child to make on his own?" The majority of parents (60%) trust their child to choose clothes for themselves; 20% also think that a child can be trusted to choose a social circle; 20% of the respondents said that they make all decisions for their children.
Answering the question about what important business they would entrust their child, less than half of the respondents (40%) believe that the child can cook dinner, but the majority (60%) believe that it would be better if they did everything themselves.
We were surprised that most of the respondents did not trust their children to do any important and responsible business. They can entrust the child with cleaning his room, choosing the clothes he will wear to school. However, parents believe that the children are not ready for the rest.
An interesting conclusion can be drawn from the parents' answers to the question of what actions they do for the child. 60% of parents perform most of the child's responsibilities for them. The rest are just helping the children.
The next question is: "How would you feel about if your child does not have self-care skills?" An analysis of the answers showed that 80% of parents reacted negatively to this problem, arguing that a younger student must be able to take care of himself. And only one parent believes that this is normal at a given age.
And finally, the last question: "What interest does your child show to the work of adults?" Answers of 70% of parents were in favor of the option that the child occasionally helps around the house, 20% of parents indicated that their children are interested in whether adults need help. And one parent indicated that the child does not show interest in work until he is asked for help many times.
As a result of the analysis of the answers, we made the following conclusions:
First, most parents correctly understand what independence is, but not everyone knows what to do to develop it in their children.
Secondly, most parents do the bulk of the work for their children, but at the same time, almost all have a negative attitude towards the fact that the child does not have self-care skills.
Thirdly, many parents make all decisions for their children, thereby limiting their freedom and do not allow the development of independence.
On the whole, our research has shown that the independence of children of primary school age is due to their dependence on adults, including their parents. At the same time, at this age, it is very important to pay special attention to the development of this quality.
Parents questionnaire
Dear Parents!
We ask you to answer a few questions about your child. Please select one or more of the suggested answer options.
If you want, you can enter your surname.
Thanks in advance for your help with this study.
1. What do you mean by the word "independence"?
A) Personal responsibility for their activities and behavior.
B) Ability to act without anyone's interference.
C) Ability to live without outside help.
2. What qualities, in your opinion, characterize an independent personality?
A) Initiative, decisiveness.
B) Courage, responsibility.
C) Integrity, persistence.
D) Other (specify) _______________________________________
3. What, in your opinion, is the main task of the educator in the formation of independence in children of primary school age?
A) Inclusion of children in labor activity.
B) Taking into account the age characteristics of children, contributing to the development of independence.
D) I have not thought about this problem.
4. What kind of assignment do you give your child?
A) Clean up your room.
B) Go to the grocery store.
C) Other (specify) _______________________________________
D) None, I do not consider it necessary to do this.
5. In what joint activities do you allow your child to take the initiative?
A) In games.
B) In the preparation of lunch, dinner, etc.
C) Other (specify) _______________________________________
D) Not at all, it is still small.
6. What decision will you allow the child to make on his own?
A) Choose the clothes he will wear to school.
B) Communicate with those children with whom he wants.
C) Other (specify) _______________________________________
D) All decisions for him are made by adults.
7. What important business would you entrust your child with?
A) Look after the youngest child while the parents are not at home.
B) Prepare lunch.
C) Other (specify) _______________________________________
D) Nothing, it will be better if I do it myself.
8. What actions do you do for the child?
A) Collecting his portfolio.
B) I do my homework if he doesn’t do it.
C) Other (specify) _______________________________________
D) I only help him, he does the main things on his own.
9. How would you react if your child does not have self-care skills?
A) It's normal, there is always someone from the adults who will clean up the toys after him, wash the dishes, make the bed.
B) Negatively, since these are duties that are feasible for younger schoolchildren.
C) Other (specify) _______________________________________
D) I didn't think about it.
10. What interest does your child show to adult work?
A) Asks if parents need help.
B) Without being reminded, adults do household chores.
C) Occasionally helps around the house.
D) Other (specify) _______________________________________
Bibliographic list
- Kazakova E.I. The developing potential of the school: experiments in nonlinear design // New in psychological and pedagogical research. - 2013. - No. 2. - P. 37-50
- Psychological encyclopedia / Ed. R. Corsini, A. Auerbach - SPb., 2006.
- L.V. Mardakhaev Dictionary of Social Pedagogy. - M., 2002.
- Tsukerman G.A. Joint learning activities as the basis for the formation of the ability to learn. - M., 1992.
- Shamova T.I. The revitalization of the teaching of schoolchildren. - M., 1982.
- Shalova S.Yu. Creating a situation of choice for students as a condition for the individualization of the educational process at the university // Innovations in education. - 2013. - No. 5. - p. 97 - 107
MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS
INSTITUTION OF EDUCATION
"MOGILEV STATE UNIVERSITY
NAMED AFTER A.A. KULESHOV "
Graduate work
Pedagogical conditions for the formation of independence in primary schoolchildren
Mogilev 2013
The title of the thesis is "Pedagogical conditions for the formation of independence of primary schoolchildren." Completed by Tatyana Vladimirovna Rotkina.
The work consists of an introduction, two chapters, a conclusion and a bibliography and an appendix. The first chapter examines the concept of "independence", describes the features of the manifestation of independence of primary schoolchildren in significant activities, as well as ways, means, forms and methods of educating students' independence. In the second chapter, the level of formation of independence among pupils of the 1st grade is studied. The practical part on the development of this quality in the age under consideration is presented. In the conclusion, the main conclusions on the studied problem are given, as well as a list of references used in this work.
The practical significance of the study consists in identifying effective pedagogical conditions for the formation of independence in younger schoolchildren and developing recommendations for teachers and parents on the upbringing of the studied phenomenon; (abstract)
Introduction
1 The essence of independence as an integrative personality trait
2 Features of the manifestation of independence of primary schoolchildren
3 Methodology for the formation of independence in students
1 Studying the level of independence of students in grade 1
2.3 Analysis of the results of experimental work
Conclusion
Literature
Application
Introduction
Under the influence of new socio-economic and political conditions, characterized by the democratization of society and increased requirements for personal qualities, profound and qualitative changes are taking place in the goals and content of the educational process. The concept of the Republic of Belarus, as one of the main tasks in achieving the goals of upbringing in educational institutions, defines preparation for independent life and work. Under these conditions, a person is required to be capable of creative, independent search for solutions to production problems, to useful independent initiatives, organization in actions and deeds. Due to this, the need for the upbringing of such a socially significant quality as independence in the younger generation is actualized. This presupposes the formation of the student's position of the subject of activity, capable of independently setting goals, choosing ways, methods and means of their implementation, organizing, regulating and monitoring their implementation.
The solution to this problem must be started already in elementary school. Taking into account the sensitivity of the mental development of primary schoolchildren, their susceptibility to pedagogical influence, it is important to teach children to independently receive and apply knowledge, work responsibly, think and act independently, organize their own activities and behavior. From these positions, the formation of independence as a quality of the personality of schoolchildren becomes a kind of social order in the field of education and, therefore, has social and pedagogical significance.
The works of E.N.Shiyanov, P.I. Scientists (N.Yu.Dmitrieva, Z.L. Shintar, etc.) are studying different types of independence. ... There is a tendency to identify the conditions for the formation of independence in several types of activities (L.A. Rostovetskaya).
However, the analysis of scientific sources testifies not only to the intensification of attention to the problem of forming the independence of primary schoolchildren in activity, but also allows us to conclude that the factors stimulating activity are insufficiently studied. The contradiction between the need to develop independence in junior schoolchildren in various activities and the insufficient development of the conditions and means of purposeful achievement of this goal at the initial stage of schooling led to the choice of the topic of the thesis "Pedagogical conditions for the formation of independence in junior schoolchildren."
Purpose of the study: to identify and experimentally test the conditions that contribute to the effective education of the independence of primary schoolchildren.
Tasks:independence personality class student
.Examine the state of the problem in the literature.
.Determine the essence of the concept of "independence" in relation to primary school age.
.To reveal the level of self-dependence among students of the experimental class.
4.To test the methodology for the formation of independence as a leading quality of the personality of primary schoolchildren.
Object of study: educational process in primary school.
Subject of study: independence as an integrative quality of the personality of a younger student.
Research hypothesis: the formation of independence is carried out effectively if it provides: constant and timely diagnostics, stimulation of the student's activity in various types of activities, a change in the teacher's position in organizing the activities of children from direct to indirect guidance.
Research methods: analysis and generalization of psychological and pedagogical literature on the problem, practical pedagogical experience; survey of students, parents; pedagogical experiment. The reliability of the results and conclusions obtained is ensured by the use of statistical methods of material processing and a meaningful comparative analysis of the facts obtained.
The study was carried out on the basis of the State Educational Institution "Ordatskiy CPC, d-s of the secondary school of the Shklov district" of the Mogilev region among students of the 1st grade. At first glance, the children in the class are quite independent in everyday life. They know how to dress and undress, at the request of their parents help them with household chores. In educational activities, not all students are able to set themselves various educational tasks and solve them without the encouragement, help and control of the teacher. In work, they strive to fulfill the instructions and orders of adults, they rarely show their own initiative.
Chapter 1. The independence of primary schoolchildren as a pedagogical problem
1.1 The essence of independence as an integrative personality trait
Self-reliance is a concept that is often found on the pages of publications dedicated to a person. It is operated by philosophers, public and statesmen, writers, people of art, politicians, sociologists, as well as psychologists and educators. In almost any theory or concept concerning human existence, this category can be found. All this taken together allows us to say that the problems of raising an independent person have long been considered in various fields of humanitarian knowledge.
To reveal the personality of a child, it is very important to find a system-forming component. As such a mechanism, scientists single out independence, which, being an integral indicator of the development of a child as a whole, allows him to navigate relatively easily in changing conditions in the future, to use knowledge and skills in non-standard situations.
The development of students' independence is one of the urgent tasks of modern education, and instilling in younger students the skills of independent work on educational material is one of the prerequisites for successful learning.
Independence in encyclopedic publications is defined as a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for their activities and behavior. N.G. Alekseev defines independence as a personality trait characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions of implementation, as well as to the emerging connections with other people ...
I.S.Kon includes three interrelated qualities in the concept of "independence": 1) independence as the ability to make and implement decisions on one's own, without outside prompting, 2) responsibility, willingness to be responsible for the consequences of one's actions, and moral correctness of such behavior.
Independence as a personality trait, a character trait is the unique ability of a person to withstand external pressure, to preserve his individuality. In modern reference literature on pedagogy, independence is defined as: one of the leading qualities of a person, expressed in the ability to set a certain goal, persistently achieve its fulfillment on their own, take responsibility for their activities, and act consciously and proactively, not only in a familiar environment, but also in new conditions requiring non-standard solutions.
In the dictionary-reference book on pedagogy, the following definition is given: "Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out his activities without constant guidance and practical help from outside." The psychological dictionary contains the following definition: "Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior." In the dictionary of the Russian language by SI Ozhegov, "independent" is interpreted as existing separately from others, that is, independent; as a person with initiative, capable of decisive action; as an action performed on our own, without outside influences, without someone else's help.
As you can see, the interpretation of the concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. Independence can be viewed as a property, quality, integral, core personality trait, character trait, ability to act. Thus, the characteristics of independence can be called: independence, decisiveness, initiative, and independence is one of the leading qualities of a person, expressed in the ability to set certain goals for himself, to achieve their achievement on his own. Independence means a responsible attitude of a person to his actions, the ability to act consciously in any conditions, to make unconventional decisions.
All personality traits, in accordance with ethics and psychology, are divided into general (provide a connection between substructures), moral (reflect the social characteristics of a person), intellectual (mental, characterizing consciousness and self-awareness), volitional and emotional (personality self-regulation). In each group, integrative basic qualities are distinguished, on which the value of the entire complex of a person's inner world depends: five basic qualities of intelligence, morality, will and feelings. Together they form the rest of the diverse fund of personal qualities. The developed map of upbringing by A.I. Kochetov reflects the list of the leading personality traits. ... Self-reliance itself is a complex integrative quality. It includes organization, initiative, self-control, self-esteem, pragmaticness.
As a personality quality, independence has recently become a subject of study and is associated with the concept of "subject of learning." The younger student as a subject of learning is the bearer of educational activity, he owns its content and structure, actively participating in it together with other children and the teacher, he shows subjectivity.
Scientists note that independence is always manifested where a person is able to see for himself the objective grounds for being active. Many scientists have pointed out the inextricable link between activity and independence. VV Davydov, for example, argued that the child's subjectivity allows him to successfully independently carry out one or another activity. At the same time, activity is understood as a more general category in relation to independence: one can be active, but not independent, while independence is not possible without activity.
With regard to a younger student, based on the concept of dominant (basic) personality traits and their holistic formation, independence can be defined as an integrative moral and volitional quality. IF Kharlamov notes the structural unity of all moral qualities: "Any quality as a dynamic personal education in a psychological sense includes the following structural components: firstly, formed and become stable needs in a particular activity or sphere of behavior; secondly , understanding the moral meaning of a particular activity or behavior (consciousness, motives, beliefs); thirdly, the fixed skills, abilities and habits of behavior; fourthly, volitional resilience, which helps to overcome obstacles encountered and ensures the constancy of behavior in various conditions. structural components are inherent in every moral quality, be it hard work or collectivism, discipline or camaraderie, although the specific content and manifestation of these qualities will certainly be specific. "
The life experience of all previous generations, crystallized in the moral values of mankind, helps a junior schoolchild to master the ability to independently build their relationships with the world around them on a moral basis. The essence of the moral basis of independence is that people help each other to achieve success, create good, overcome difficulties. In terms of content, independence, due to the complexity of an integrative quality, includes elements of such qualities that are similar in content, but have distinctive shades of qualities such as organization, diligence, initiative, predictability (the ability to see the results of their own actions and deeds), as well as self-control skills and self-assessment behavior. In essence, these qualities together create independence and at the same time are its features, each of which performs a specific function in the formation of an integral quality.
The analysis of integrative qualities shows that they are all linked together as constituent parts, components of the integral structure of the personality. It is impossible to educate a complex without forming the simple elements of which it consists. All complex socio-political qualities are formed on the basis of simple, fundamental general qualities of a person. Decisiveness as a volitional quality is formed on the basis of the development of independence, self-exactingness, volitional activity of the individual. Thus, all complex specific and criterial qualities are also formed on the basis of integrative ones.
Scientists and practicing teachers have proven that the primary school is designed to provide the foundations for the formation of a personality, to identify and develop the abilities of children, to develop their ability and desire to learn. It is impossible to solve these problems without relying on the independent activity of students.
It is broad and multifaceted in primary school if it is skillfully organized by the teacher. In this regard, in the literature, one can find a description of various types of independence, proceeding from its consideration as 1) a way of organizing a person's actions and activities; 2) the ability of the individual to manage his activities.
The independence of junior schoolchildren in the literature is presented:
cognitive independence, the level of formation of which in a child is judged by the range of abilities to perform various subject-practical and mental actions based on instrumental and sign-symbolic means that ensure the solution of tasks of various complexity and subject orientation (M.A. Danilov).
mental independence, understood as the conditions for mastering the techniques and methods of mental activity (V.V. Davydov), P.Ya. Galperin, N.F. Talyzina, etc.).
Independent activity, which arises at the initiative of children on the basis of sufficiently developed skills, abilities, knowledge, generalized ways of solving problems (P.I. Pidkasisty).
The integrative essence of independence, according to psychologists, is reflected in the unity of its two sides: internal and external (L.I.Bozhovich and others). add a footnote bozhovich personality and its formation in childhood
The inner side of independence is made up of its psychological components:
need-motivational, which is a system of dominant needs and motives of self-improvement of primary schoolchildren in educational activities;
emotional-strong-willed, which determines the stability of the student's use of educational activities for self-improvement. Shintar).
The external side of the named components is meaningfully manifested both in the leading type of activity (educational) and in other types (play, work) of the activity of a younger student. For example, in educational activities, realizing the level of his success, the student, without any stimulation or coercion from the outside, asks for help or offers of interaction to the teacher and classmates, i.e. proactively goes beyond the educational activities organized by the teacher. Having exercised control and evaluating the results (positive or negative), he does not stop at what has been achieved, but continues his activity.
External signs of students' independence are their planning of their activities, the performance of tasks without the direct participation of the teacher, systematic self-control over the course and result of the work performed, its correction and improvement. The inner side of independence is formed by the need ?motivational sphere, the efforts of schoolchildren aimed at achieving the goal without outside help.
Thus, the teacher judges the formation of a student's independence by its external manifestations, and their prerequisite is the formed internal components. The integrative essence of independence determines the integrative approach to its formation. The integrative nature of the independence of primary schoolchildren determines the dynamics of its formation, "when the student himself, as the student himself becomes more active, deep and comprehensive participation in the process of teaching, upbringing and self-education, development and self-development, turns from a rather passive object of the teacher's activity into a planned accomplice, into a subject of pedagogical interaction ".
Based on the analysis and generalization of the definitions proposed by various authors, we consider independence as a personality quality, expressed in the ability to set certain goals for oneself, to achieve their achievement on our own. And also independence, freedom from external influences, coercion, the ability to exist without outside help or support. The characteristics of independence can be called: independence, decisiveness, initiative. Independence means a responsible attitude of a person to his actions, the ability to act consciously in any conditions, to make unconventional decisions.
2 Features of the independence of younger students
At primary school age, it is possible to successfully form the quality under study, relying on the characteristic features of the psyche of a younger student. Psychologists note the child's active desire for independence, manifested in psychological readiness for independent actions. Younger schoolchildren have a growing need for independence, they want to have their own opinion about everything, to be independent in matters and assessments.
When characterizing the independence of a primary school student, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for vigorous activity and independence determines the characteristic qualities of the psyche of a younger student: emotionality, impressionability, mobility. At the same time, suggestibility and imitation are inherent in children. Such a feature of the character of a younger student as impulsiveness was also noted. ?the tendency to immediately act under the influence of immediate impulses, motives, for random reasons, without thinking and not weighing all the circumstances. Younger schoolchildren are very emotional, they do not know how to restrain their feelings, control their external manifestation. Schoolchildren are very spontaneous and frank in expressing joy, sadness, fear. They are distinguished by great emotional instability, frequent mood swings. Self-reliance is a very important quality of will. The smaller the schoolchildren, the weaker their ability to act independently. They are not able to control themselves, therefore they imitate others. In some cases, lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of the behavior of the teacher and the people around them are positive.
The age characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint.
The available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activity: in play (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).
During the period of study in elementary school, the type of leading activity changes: role play, in which the preschooler predominantly develops, gives way to learning ?strictly regulated and evaluated activities.
The student's independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, problem and find an approach to their solution. It manifests itself, for example, in the ability to approach the analysis of complex educational tasks in their own way and perform them without outside help. The independence of the student is characterized by a certain criticality of the mind, the ability to express his own point of view, independent of the judgments of others.
At primary school age, play activities continue to occupy a large place. Play affects the development of the child's personality. She helps the younger student to form communication skills, develops feelings, promotes volitional regulation of behavior. Children entering into complex relationships of competition, cooperation and mutual support. Claims and acknowledgments in the game teach restraint, reflection, the will to win. Independence is found in the design and development of the plots of complex collective games, in the ability to independently perform a difficult and responsible task entrusted to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other children.
Role-playing games of younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. Thus, a poorly performing schoolchild takes on the role of a good student and, in play conditions that are lighter in comparison with real conditions, is able to fulfill it. The positive result of such play is that the child begins to make those demands on himself that are necessary to become a good student. Thus, role-playing can be viewed as a way of encouraging a younger student to educate himself.
Younger schoolchildren enjoy playing didactic games. Didactic games not only contribute to the development of personal qualities, but also help the formation of educational skills. They have the following elements of activity: game task, game motives, educational problem solving. As a result, students acquire new knowledge of the content of the game. In contrast to the direct formulation of an educational task, as it happens in the classroom, in didactic play it appears "as a play task for the child himself. The methods of solving it are educational. Elements of the game in the learning process evoke positive emotions in students, increase their activity. Younger schoolchildren with great interest they carry out those labor tasks that are of a play nature.
The manifestation of the independence of primary schoolchildren is also considered in work. In labor lessons, students often work disorganized: they are hampered by the rapid distraction and lack of independence inherent in this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide it himself, interrupts work and immediately turns to the teacher for help. When a student acquires some elementary skills and can work independently, he begins to bring creative moments into his work that reflect his individual characteristics.
A student will be able to work independently only when he acquires the skills and abilities necessary for this work, he knows how to work, he begins to apply the strengthened skills and knowledge in a new environment, deciding for himself how to act and in what sequence. Solving practical problems, with the direct participation of the teacher, the student develops his independence. Some children stop working immediately if they encounter difficulties and wait for the teacher's help. As a rule, these are those students who are engaged in labor only at school, they do not do anything at home, do not do any work. Some students, having encountered difficulties in the course of work, begin to think, seek and seek an independent solution to the issue. Lacking the proper skills and abilities, these schoolchildren make mistakes, spoil their work; disregarding their capabilities, they begin to work, not thinking about what this activity will lead to.
The independent activity of younger schoolchildren takes place in a variety of forms. It can be an independent cognitive activity, work on educational ?experimental site, independent reading, observation, preparation of answers to questions. Characterizing the independence of primary schoolchildren, one should also note the rather stable nature of its manifestation.
The leading activity of younger schoolchildren is educational activity. Play remains an important activity. Based on the psychological characteristics of this age, it can be concluded that independence, as a volitional quality of primary schoolchildren, is manifested in work, play activities, in communication, in a group of peers, in a family.
All of the above should be taken into account in the formation of independence as the leading quality of the personality of a younger student.
3 Methodology for the formation of independence in primary schoolchildren
The formation of independence as a personal quality is a long and complex process that is carried out both at school (lessons, extracurricular activities, socially useful work) and in the family. Let us consider the possibilities of forming the independence of primary schoolchildren in educational activities.
Learning activity at primary school age has a great influence on the general development, the formation of mental processes, states and properties, the intellectual and personal qualities of the child, including the quality we are considering. “Education,” notes DB Elkonin, “as the basis for the assimilation of the methods of action with objects, tasks and motives of human activity, the norms of relations between people, all the achievements of culture and science, is a universal form of child development. development ". Understanding the meaning of educational activity ensures the participation of a younger student in it on his own initiative.
One of the means of forming the independence of primary schoolchildren is independent work. According to P.I. Pidkasistyi, independent work is not a form of organizing training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.
In accordance with the level of independent productive activity of students, 4 types of independent work are identified, each of which has its own didactic goals.
Independent work on the model is necessary for the formation of skills and abilities and their strong consolidation. They form the foundation for truly independent student activity.
Independent reconstructive work teaches to analyze events, phenomena, facts, form the techniques and methods of cognitive activity, promote the development of internal motives for cognition, create conditions for the development of the mental activity of schoolchildren.
Independent work of this type form the basis for further creative activity of the student.
Variable independent work forms the skills and abilities to find an answer outside the known pattern. The constant search for new solutions, generalization and systematization of the acquired knowledge, their transfer to completely non-standard situations make the student's knowledge more flexible, form a creative personality.
Creative independent work is the crown of the system of independent activity of schoolchildren. These works reinforce the skills of independent search for knowledge and are one of the most effective means of forming a creative personality.
A.I. The winter school emphasizes that the student's independent work is a consequence of his correctly organized educational activity in the lesson, which motivates its independent expansion, deepening and continuation in his free time. Independent work is considered as the highest type of educational activity, requiring from the student a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving the student satisfaction as a process of self-improvement and self-awareness.
The formation of the independence of primary schoolchildren occurs in various types of activities. The more species independence develops, the more successful its formation will be. The formation of the child's independence is carried out in educational activities, which are purposeful, effective, compulsory, and arbitrary. It is evaluated by others and therefore determines the position of the student among them, on which both his internal position and his well-being, emotional well-being depend. In educational activities, he develops the skills of self-control and self-regulation.
Thus, the application in practice of various types of independent work contributes to the improvement of the skills to work independently and the development of the student's independence. However, any work should begin with the students' awareness of the purpose of actions and methods of action. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the work of a student with a book. Doing writing exercises, writing essays, stories, poetry, and the like? these are independent creative works that require more activity and efficiency.
One of the effective means of promoting cognitive motivation, as well as the formation of independence is the creation of problem situations in the educational process. AM Matyushkin characterizes the problem situation as "a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems, which requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity." In other words, a problem situation is a situation in which the subject (student) wants to solve some difficult problems for himself, but he does not have enough data and he must search for them himself. A problematic situation arises when a teacher deliberately confronts students' ideas of life with facts, for the explanation of which the students do not have enough knowledge and life experience. It is possible to deliberately collide the life ideas of students with scientific facts using various visual aids, practical tasks, in the course of which students necessarily make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.
An effective tool for the development of independence in primary school students is the group form of education. The use of group forms leads to the fact that students' cognitive activity and creative independence increase; the way children communicate is changing; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence. It is necessary to organize the educational process in such a way that each student can realize his capabilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself as one of the main qualities of a person.
A special role in the formation of a creative, independent personality, capable of highly productive work in the future, is assigned to labor activity. In order for labor education lessons to contribute to the development of the labor activity of younger schoolchildren, it is necessary, when choosing teaching methods, to focus on those that stimulate the cognitive and active activity of children, expand their horizons, contribute to the development of independence and contribute to the development of a creative personality. Such methods are problematic - search, partial search, problem, research. Together with explanatory, illustrative and reproductive methods, they contribute to the qualitative improvement of work processes when performing educational tasks. The upbringing of independence is one of the leading factors in the development of children's creativity, since creativity is the highest form of activity and independent human activity. It is well known that the main obstacle in organizing creative activity in labor education lessons is the low level of student independence. It is necessary to create conditions that allow schoolchildren to independently perform and look for ways to implement creative tasks. In the process of solving the assigned tasks, younger students develop the ability to analyze the condition and, on the basis of this, build their practical activities, create and implement interesting ideas.
Applied activity, characterized by the freedom to realize ideas through the use of various materials and technologies in creating original products, plays a special role in the formation of the creative independent activity of a younger student. Artistic - design activity allows you to expand the child's ideas about the surrounding reality, enrich his life experience, orients towards a transforming attitude to the world. A systematic approach to the development of art and design activities by children gives them the opportunity to accumulate aesthetic, technological, social, labor experience, thereby ensuring the development of the child's creative activity at the highest level. In a child of primary school age, the emotional and motivational-value spheres of the personality are formed, which are characterized by cognitive activity, curiosity, the need to make independent decisions and their practical implementation. In children's creativity, two types of design are distinguished: technical and artistic, which enable children to express their attitude to the depicted object, to show their imagination and thereby independence. The assimilation of this complex of knowledge forms a sense of style, an aesthetic attitude to the world of things, a special way of thinking. This kind of thinking is called productive. Productivity of thinking provides an independent solution to new problems, deep assimilation of knowledge, i.e. the success of the implementation of educational activities. Solving constructive problems, children learn to analyze their conditions and find independent solutions.
Home study work is a form of organizing an independent, individual study of educational material by schoolchildren outside of the classroom. The importance of home schoolwork, especially in primary school, is as follows. Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in the lesson and it becomes clearer to him what he knows and what he does not understand.
N.K.Krupskaya in the article "Methodology for setting homework lessons" wrote: "Homework lessons are of great importance. Properly organized, they teach people to work independently, foster a sense of responsibility, and help to acquire knowledge and skills.
Specialists consider children's independence in the process of its formation. “In school practice,” notes A.A. Lyublinskaya, “the independence of the child has nothing to do with his spontaneous behavior. Behind the independence of the child there is always a leading role and the demands of an adult.” The author believes that the teacher must find a reasonable combination of pedagogical guidance and independent activity of students. Pedagogical skill is to put the child in front of the need to make an independent decision, constantly monitor and evaluate the results of his work.
The teacher, who forms the independence of primary schoolchildren, contributes to a favorable situation for the development of the child, building his life prospects, i.e. realizes the goal of education, because the result of his pedagogical activity is the student's personality as "an active creative principle, generating the world, projecting reality and his own future, going beyond himself in his actions and deeds."
According to VB Leontyev, an effective method in the formation of independence of children of this age is the preparation and holding of holidays, which makes it possible to show initiative, creativity and independence.
Great opportunities for the development and manifestation of students' independence have a teacher in the classroom and in extracurricular work.
According to Z.L. Shintar, the interaction of a teacher and a student is of great importance in the formation of the independence of a younger student. The child can independently establish joint activities if he is not able to do something individually. An example of this type of child's independence is the question of a child to an adult. In this case, it is worth talking about independence as a manifestation of the child's initiative in building educational relations with the teacher. Independence acts as a child's proactive action towards pedagogical influence.
At least three main types of joint activities of a teacher and students are presented. The first type is based on instructive and executive principles. An adult appears before a child as a bearer of a socially given amount of knowledge, skills, and abilities that the child must learn by copying and imitating under strict control from the teacher. In this type of joint activity, it is hardly possible to discern the sources of the child's independence.
In the second type of joint activity, the educational content is outwardly clothed by adults in a problematic form. ?takes the form of various kinds of tasks that are offered to the child. In this case, an imitation of search and decision-making takes place. With such joint activity, the task of full-fledged assimilation of culture, ensuring the spiritual growth of the child, cannot be solved: although the form of presentation of educational content undergoes a certain change, a detailed relationship does not develop between the child and the adult.
The third type of joint activity is radically different from the first two: the child does not know the principle of solving the problem posed to him, the adult is interested in the way of finding and discovering this principle by children. In the context of the third type of joint activity, it becomes possible to introduce the child to culture, to act independently.
Public assignments, assistance to comrades, collective affairs - all this should be organized so as not to substitute for the initiative of the children, but to give the students the opportunity to show their independence.
In the opinion of G.S. Poddubskaya, the family plays an important role in the formation of the independence of the younger schoolchild. Indeed, there is the closest relationship between the level of independence of the student and the nature of assistance, the measure of leadership in the independent activities of children in the family. In this regard, in order to ensure a unified position of the family and school in the formation of the leading qualities of the personality of a younger student, parents should: be involved in cooperation with children; create a humane style of family relationships, taking into account the "principle of measure", in which there should be a combination of affection and severity, closeness to children and "distance", independence of the child and help from elders; create conditions for the child's independent activity; introduce a system of permanent work assignments in the family; involve children in various types of self-service household labor (cleaning, shopping, cooking, basic clothing repair, growing plants, caring for the younger ones, and others).
Taking into account the above, it is possible to determine the following means and ways of developing independence in children of this age. The child needs to be entrusted, to do more things on his own and, at the same time, to trust him more. Encourage and encourage any child's aspirations for independence. It is extremely important from the first days of school to make sure that the child does his homework and chores independently. Favorable for the development of this quality in children is a socio-psychological situation in which the child is entrusted with a responsible task and, performing it, he becomes a leader for other people, peers and adults, in joint work with them. Good conditions for the implementation of this task are created by group forms of learning and work.
Thus, all of the above ways, means, forms and methods of upbringing independence, with their systematic, correct use, form the quality we are studying in students.
Conclusions for chapter 1
Analyzing the pedagogical and psychological literature on the research problem, the following can be noted:
The concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. The quality we investigate is considered as a property, quality, character trait, integral, core quality, ability to act. The presence of diverse points of view testifies to the diversity of the studied phenomenon.
A number of works are devoted to the problem of forming the independence of a younger student, in which the studied quality is investigated in individual or several types of activity.
The formation of independence occurs at different age stages, and each period of age development, according to psychologists, is characterized by features determined by mental neoplasms. Younger school age is no exception in this regard. At this time, the most intensive assimilation of moral norms and rules of behavior takes place, many leading qualities of a person are laid and developed, which constitute its foundation in the subsequent years of training and education, including independence.
For the formation of the studied quality at a given age, there are many forms, methods, ways and means. With their correct, purposeful, continuous use, as well as with the activity of the student himself, the formation of independence occurs.
Chapter 2. Organization of an experimental study of the independence of primary schoolchildren
2.1 Studying the level of independence of students in grade 1
The problem of independent activity of a younger student has its own rich history in theoretical coverage and the implementation of its main provisions in the practice of school work. On this basis, we planned and conducted an experiment, which took place on the basis of the State Educational Institution "Ordat CPC of the school of the secondary school of the Shklov region among students of grade 1. 16 students took part in the study.
The purpose of the experiment: to study the level of independence as a quality of the personality of a younger student and its formation.
The student's study program is not limited to observations and simple statement of facts. The complexity of the internal structure of any quality. The interrelation and interdependence of qualitative characteristics and the task of a holistic study of the personality requires a set of methods that would provide comprehensive knowledge about the child. The method of polling, the "education map", etc., successfully serve these purposes. The system of diagnostic techniques includes a complex of research methods, on the basis of which conclusions are made about the state of development of quality and its signs. In our work, the assessment of the dynamics of a schoolchild's upbringing was carried out in different ways.
So, when studying the ideas of children about the formed quality, the method of polling students was used.
Targetthis method ?
After the survey, the following data were obtained: 19% of the students answered the question what independence is. 37% know what kind of person they call independent. When analyzing the third question, it is clear that 44% of the children from the class can be called independent. 37% of students consider themselves independent, but some find it difficult to answer the question why. To the fifth question, 44% of pupils answered that their independence is manifested in attending school (they go to school without being accompanied by their parents). In the process of conducting the survey, many students repeated the answers of their classmates, this is due to their imitation. It was difficult for the children to define the very concept of "independence", why they consider themselves independent. This is due to their small ideas about the concept of independence, independent person.
Since all the leading qualities of a personality are connected together as components of its integral structure, it is better to diagnose the formation of independence against the background of a general diagnosis of the student's upbringing, using maps of the student's upbringing (Appendix 2). The map of the upbringing of the younger schoolchild includes a list of the leading personality traits (collectivism, hard work, independence, honesty, curiosity, emotionality), which are assessed and formed at a given age, on the basis of which one can judge the child's upbringing. The teacher fills in the card, in agreement with the parents. Assessment of the strength of quality is made according to a five-point system 5- volitional quality is very strongly developed, 4- highly developed, 3- developed, 2- very poorly developed, 1-volitional quality is not inherent in this subject. Each quality (criterion) is assessed depending on its manifestation. Then the arithmetic mean is displayed, as a result, each student has 6 marks. After the assessment, a summary map of upbringing is drawn up, in which the assessments of all students in the class are entered. The results of the formation of the studied quality are presented in Appendix 3.
Method "Unsolvable problem"
Target: Determine the level of independence of students.
)Low level - realizing that they could not decide, they quit their job.
After carrying out the methodology, we received the following results:
% of children worked independently and did not seek help from a teacher. They worked on their own for 10-15 minutes, and then 45% of the students asked for help. 36% of the children realized that they could not decide and quit their job. For clarity, the results of the methodology are reflected in Appendix 4.
Self-esteem is a component of consciousness, which includes, along with knowledge about himself, a person's assessment of himself, his abilities, moral qualities and actions. Correct self-esteem presupposes a critical attitude towards oneself, a constant comparison and correlation of one's capabilities, actions, qualities and actions with the demands of life.
In order to consider how primary school students assess their level of independence, they used the methodology "Assessment of their own independence." The purpose of this technique is to determine the level of assessment of one's own independence. For this, the students were asked to redraw a five-step ladder, at the top of which the most independent person supposedly stands, and below the most dependent one. It is stipulated what independence is and what kind of person can be called independent or dependent. Then the task "And now it is necessary" to indicate with a dot "on which step you are standing" is proposed. The number of points scored is equal to the selected step number. At the same time, the teacher is invited to assess the manifestation of students' independence on a five-point scale. If independence is always manifested in activity, it receives 5 points. Not always, but often enough - 4 points. Sometimes it appears, sometimes not - 3 points. It appears rarely - 2 points. Does not manifest itself at all - 1 point. Independence levels are defined as follows: 5 points - high level, 4 points - medium-high, 3 points - medium, 2 points - medium - low, 1 point - low.
After conducting the methodology "Assessing your own independence", we compared the student's choice with the teacher's opinion to see how critically students are in assessing their volitional quality. If the assessment of the student and the teacher coincided, we are talking about an adequate self-assessment of the studied quality. If the assessment of the student's volitional quality is higher than the teacher's assessment, this indicates inadequate, overestimated self-esteem. If the student assessed the manifestation of volitional quality lower than the teacher, this indicates inadequate, low self-esteem. The results of the method are presented in table 2.1.1.
Table 2.1.1. Comparison of the teacher's assessment and the student's self-assessment on the manifestation of independence
Surname, first name Student grade Teacher grade Dasha E. 3 3Max D. 3 2Nikita M. 3 3Alesya V. 4 4Karolina K. 4 3Andrey K. 3 2Nikita P. 2 2Artem M. 3 3 Ilona M. 5 5Aleksey L. 3 2Diana Sh. 5 5Igor D . 3 2 Christina K. 4 4 Tatiana K. 4 3 Elena B. 5 5 Svetlana N. 3 2
As can be seen from the results of the methodology, students have an overestimated self-esteem of the manifestation of volitional quality. This may be due to the incomplete meaning of the concept of "independence", "independent person", as well as the inability to evaluate their actions and deeds. After conducting and analyzing all the methods, in accordance with the degree of formation of independence among students, the class was conditionally divided into three groups based on the following criteria:
The degree of knowledge formation, ideas about independence (their depth, complexity), understanding of the importance of independent activity;
Practical and effective manifestation of independence in various types of activities, the ability to organize independent activities.
The first group consisted of guys (Ilona M., Diana Sh., Elena B.,), therefore, with a high level of independence, who have a pronounced desire for independent activity. They successfully apply knowledge in a new, non-standard situation. Motivation manifests itself, often associated with plans for the future, they know how to plan activities, act independently without direct and constant control in accordance with the plan, bring the work started to the end, are able to control and evaluate their actions and deeds themselves, show initiative, activity in the process of activity, communication and relationships.
The second group included children (Dasha E., Nikita M., Alesya V., Karolina K., Artem M., Christina K., Tatiana K.) with an average level of independence. They are distinguished by the desire for independent actions and deeds in the activities of interest to them, they freely apply knowledge in a familiar, standard situation. One, but stable motive is characteristic (a desire to learn new things, a sense of duty, etc.). They know how to plan upcoming activities, but sometimes help is needed, they act in accordance with the plan, but in order to bring the work started to the end, external control is required. The ability for self-control and self-esteem is also manifested in matters of interest. Actions and deeds are active - imitative, little initiative.
The third group consisted of other children (Maxim D., Andrey K., Nikita P., Alexey L., Igor D., Svetlana N.) with a low level of self-reliance. Children very rarely have a desire for independent activity; they can only perform actions according to a model (copying). Motives are situational in nature and are usually associated with external motives. Without help, they cannot plan and carry out future tasks. They act in accordance with the proposed plan and follow the rules of conduct only under constant supervision, with the direct participation of their elders. Without the help of adults, they cannot evaluate their own actions, or the actions, or the activities and actions of others. They are characterized by passive - imitative and non-initiative actions and behavior corresponding to them. The results of the distribution of grade 1 according to the levels of independence formation are presented in the table.
Table 2.1.2. Distribution of students in the experimental class according to the level of independence formation
Level Number of students in absolute numbers in percent rel. High 3 19 Medium 7 44 Low 6 37
For clarity, the division of the experimental class according to the levels of independence formation is shown in diagram 2.1.1.
Diagram 2.1.1. The level of independence of students in the experimental class
2 Formation of independence in younger students
The purpose of the formative stage of the experimental research was to form independence in younger schoolchildren with the help of specially selected forms, means, ways and methods. The work was carried out in several stages.
The fundamentals of the methodology of educational work with younger students presuppose a reasonable combination of pedagogical guidance, the activity of students in their independent activity, taking into account the age characteristics of the period, knowledge of the child's inner world and those changes that occur in him under the influence of external influences. Due to this, in the long and complex process of the holistic formation of quality, we distinguish several stages, each of which is aimed at the formation of certain signs of independence, is distinguished by a system of affairs and a measure of pedagogical leadership.
First step ?education of "primary" or performing independence. This is "copying" independence. The work of a teacher at the first stage requires his direct supervision of all the affairs of schoolchildren; it is connected with the constant teaching of children to independent actions and behavior. It is aimed at revealing the essence of independence, arousing the need for independent action, equipping with knowledge and skills in organizing activities.
Second phase ?the formation of the foundation of independence and its leading components in the main activities of a younger student. This stage is characterized by a noticeable decline in pedagogical leadership. Schoolchildren are involved to a small extent in organizing activities. The third stage is characterized by the most complete manifestation of independence. This stage is distinguished by an even more mediated character of pedagogical leadership. Conditions are created that promote the development of child self-government, situations when a child is forced to act independently and make decisions are becoming more frequent.
In the learning process, students received a variety of knowledge about independence, about its importance in the life of each person and society as a whole. Subjects in primary grades contain rich material in this direction. Taking into account the peculiarities of the content of subjects in elementary school, the implementation of familiarizing students with the concept we are studying was carried out in reading lessons, extracurricular reading, extracurricular activities, labor education lessons, mathematics and others.
At the first stage of our research, various work was carried out to form the concepts of "independence" and "independent person" in students. The children formed a desire to become independent, and also developed the concept that independent activity is important and necessary in life.
So, in optional reading classes, thanks to the special emotionality that the artistic word carries, the students acquired a certain moral experience of a positive attitude towards independent people. When reading programmatic works, they always paid attention to the behavior and actions of the main characters, be it a fairy tale or a poem. Drawing the attention of students to the fact that their favorite heroes of fairy tales, stories studied in the classroom, achieve success in life, happiness and well-being due to their high moral qualities, and above all - independence, hard work and many others contributed (due to the special susceptibility of younger students, their desire to imitate) the development of students' desire for independent action, work. In the classroom, students got acquainted with the works, the heroes of which are independent people. Taking into account the fact that younger schoolchildren still have poor life experience and their ideas about this concept are limited, work was carried out that expanded their knowledge in the process of getting to know works of art. When analyzing the works, the students paid much attention to how the author characterizes independent people, how this quality is reflected in their appearance and behavior. For example, while working on the fairy tale - the reality "Pantry of the Sun" by MM Prishvin, they discussed the independent life of orphans, Nastya and Mitrashi. This tale taught not only independence, but also helped to understand and love nature.
Extracurricular reading lessons brought great opportunities in the formation of independence (including reading independence). In these lessons, for the formation of independence, literary competitions were held, individual oral presentations of students about what they read (students were given the task to take a book they liked from the library, read it, and in the next lesson tell their comrades about it, what they liked and whether it was worth reading to the rest). These lessons provided a great opportunity not only in revealing the meaning of "independence", but also developed the independent activity of the students themselves. Also, in the lessons of reading and extracurricular reading, independent work was carried out.
The nature of these works was determined by the content of the educational material, the didactic goal and the level of development of the students. More often, such forms as retelling, drawing up a plan, oral drawing, oral composition, etc. were used. During the work, various types of retellings were widely used: 1) Detailed retelling is a work of a reproductive nature. 2) Selective retelling is a work of a reproductive and creative nature. 3) Creative retelling is a part-search work.
A detailed retelling was a job that almost all students did. This type of retelling is based on the development of perception and memory. Students were active in doing this type of work.
Selective retelling assumed an elementary analysis of the work, the selection of the necessary material. This type of work was of a reproductive and creative nature and caused difficulties for some students.
Creative retelling (short, on behalf of some hero, characterization of the heroes, their actions, etc.) - of a partial search character required students to analyze the work, make comparisons, select the necessary material, and develop speech skills. In our class, the first two types of retelling were practiced more. First, in order for the students to understand what a retelling is, what its essence is, the work was carried out on familiar works that were close to the children (fairy tales "Kolobok", "Turnip", etc.). And later they tried to retell new, passed works. Students were included in creative independent work: reading parts of texts, characterizing characters and their actions. A comparison of several works: heroes, events, actions, etc. taught creative research activities. So the students came to the conclusion that all Russian fairy tales have repetitions, there are beginnings "Once upon a time ...", "In a certain kingdom ...", "Once upon a time ..." and the ending "And I was there ...." and so on. Completing these assignments also contributed to the formation of pupils' independence.
Literary games are interesting and useful for schoolchildren, especially games based on recognizing works of art by individual passages, recreating lines and stanzas according to given words, posing and solving "tricky" questions from books read (quizzes, crosswords), guessing the names of literary heroes, titles of books and works on a series of questions (charades, literary opinions), reproduction of heroes and books by description. For example: Consider and answer: Who is this? Which book? Who wrote the book? Or: Think and answer: What is missing here? Why is this book interesting?
In the process of literary games of this kind, the intellectual, moral, volitional qualities of the personality of the players developed, the outlook was manifested and improved, the inclinations and abilities were activated.
Art contests for the best drawing for a work read have successfully served to develop the independence of primary schoolchildren. In the lessons of extracurricular reading, independence was formed with the disclosure and expansion of the meaning of this concept. For this, for example, the story of Yu.V. The centurion's "How I was independent" (Appendix 5). The students liked the story. Some guys even imagined themselves in the place of the main character, but someone was familiar with this situation. When analyzing the work, everyone from the class tried to express their opinion about what kind of person we can call independent, what independence is, how it manifests itself. The guys even tried to cite cases from their lives when they had to be independent. Also, in order to reveal the meaning of the concept under study, poems and stories were used in the work (Appendix 6).
During the classroom hours, the meaning and significance of independence helped the children realize the conversations "About independence", "The schoolboy is his own servant, he does not need a nanny", "What does it mean to be independent?" Conversations were built taking into account the gradual accumulation of knowledge by students. The concept of "independent" was also associated with other qualities (conscious, persistent, responsible, conscientious, etc.).
An important step in the formation of independence is the ability of a younger student to organize a workplace - this is the ability to relate to external organization and is a prerequisite for the formation of internal organization, independence. To form this skill, the following work was carried out: students were introduced to the workplace, taught to select the necessary educational supplies, showed how to correctly place everything that is necessary for the lesson on the desk; taught to maintain order in the workplace. The ability to organize your workplace is the first and necessary step in developing students' accuracy, foresight, independence and internal readiness for the upcoming work. In order for the children to develop a strong skill in organizing the workplace, game exercises were carried out, in the process of which the children learned to select the necessary educational supplies and place them correctly on the desk. The attention of the children was paid to how quickly and more conveniently it is to prepare for the next lesson, while spending a minimum of time and effort. The students learned which things are on the desk all the time and which ones need to be changed depending on the next lesson. From time to time, the competition "Which row is better prepared for the lesson" was held. A row - the winner said the words: "We have a motto like this: everything you need is at hand!" or "We must always be in order, our books and notebooks", etc. The ability to navigate in time and take care of it is of great importance and is one of the main signs of independence. For these purposes, accessible and interesting tasks were used, which clarified the orientation of children in time, brought up a respectful attitude towards it. For example:
a) raise the flag at the same time with the teacher, and lower it independently when it seems that a second, a minute has passed; b) think about what can be done in a minute; c) show students the clock and invite them to sit silently until a minute has passed; then tell what happened in that minute (how many ... the plant, factory, etc. produced ...) d) check how many examples can be solved in a minute (mathematics), how many words can be written off in a minute (letter) e) doll "Minutka ", where instead of a body there is a clock. While the arrow goes through the circle, the children must complete the task (prepare the workplace, readiness to perform the next task). It is important to use competitions, playful moments, rewards, etc. in orientation of children in time, quick involvement in work.
The student should be able to set himself different educational tasks and solve them, acting on his own conscious motivation: "This is interesting to me", "I need to do this", without the constant prodding of parents and teachers standing over the soul: "Do it like this ...", " Do it…". This is the independence of the student. The important qualities of a child here are activity in cognition, interest, initiative, the ability to plan their work and the ability to set goals. The student will not learn to make the right decisions and find the right course of action right away. It should be hinted to him that success depends on his own efforts, on the independence of the child, on his initiative.
To develop independence, the use of special memos for completing various tasks was successfully used, which taught the children to form a specific algorithm in various situations (for example, how to solve problems, memorize, prepare reading, self-study memo, etc.) (Appendix 7)
At the second stage, the teacher's control over the students' activities gradually decreased, and they could show their independence. This was noticeable in the lessons of labor training, as well as in socially useful work. In the first couples, the guys strictly followed the instructions of the teacher and, with detailed instructions, did the work together with the teacher. At each lesson, the children learned to set accessible goals, predict their work, take on feasible things, and think over the sequence of their actions themselves. Pupils were given more independence, and control by the teacher weakened. Every work began with the awareness of the tasks set and the search for their rational solution. In the lesson, they analyzed the sample, then jointly developed an action plan, which was written down on the board. Later, the guys could independently complete the work on the technological map. (Appendix 8).
In order to successfully, effectively and efficiently, children have mastered the skills and initial skills of planning, organizing and self-control of their work, systematically explained to students such concepts as: "the purpose of action" - an idea of the results of work that meets certain requirements; "modes of action" - a system of operations with the help of which the labor process is carried out; "conditions of action" - a task that is posed to the child; "result of action" - the final stage to which the student comes as a result of his labor activity, etc. Various orders were also used. With their help, children learned to be positive and self-reliant. In the first couples, the assignments were supervised by the teacher, the children received advice on how best to fulfill the given assignment, where to start, etc. But over time, the teacher's control weakened, and the students themselves solved all the problems that faced them. The guys had a good opportunity to show their independence when carrying out daily assignments. So, the attendants cleaned the classroom, watered the flowers, checked the class's readiness for the lesson, and kept order. The orderlies observed the cleanliness of the hands and the neatness of the clothes. The guys performed tasks and assignments that were feasible for their age. For example, for a classroom, students needed to grow a flower without the help of adults. Most of the children coped with this task and the cool green corner was replenished with new plants.
Contributed to the work on the formation of independence and educational activities. Competitive programs were widely used, which allowed the child to form an adequate self-esteem, develop his volitional qualities, and bring up an aesthetic taste. The following competitions were held in the experimental class: Competition of drawings on asphalt, competition "Etiquette in the dining room", competition of drawings according to traffic rules, competition of figurines made of acorns and cones. The guys also took part in organizing and holding the holidays. The independence of the pupils was manifested when choosing a festive costume, they were asked to think independently and decide: from what materials it is better to make a costume than to decorate it. All this aroused delight and interest of the students. According to the parents, the children showed their independence for each holiday: in advance and without the help of their parents, they learned songs and poems for the holiday, invented stage costumes for themselves.
Parents also made a great contribution to the formation of independence. In connection with the importance of parental participation in the development of children's educational and not only independence, parents were given recommendations on the formation of the independence of schoolchildren. For this purpose, a list of instructions for the children was proposed, which they could change and adjust depending on their capabilities and living conditions. For example: washing dishes; wash clothes; go to the store to shop; set the table; dust off; taking out the trash; clean your room; take care of plants, animals; takes care of the younger ones, etc.
During the school year, at meetings, parents shared information: where and how the independence of the children is manifested. For example, (according to the parents of the students), after the class worked on the school flowerbed under the guidance of a teacher, the children became interested in this activity and later they showed independence and grew onions and garlic at home.
An effective means of building independence, which was used, is the group form of education. In pedagogical work, at every step, the emergence of microgroups is encountered, but often they are not taken into account, the patterns of their emergence and existence are not analyzed. Although, in fact, it is in them that the roots of the success of the educational process are hidden. After all, the internal relationships of members of microgroups are informal. Children here are connected by joint games, knowledge, shared life experience and secrets. And all this is an excellent ground for transferring knowledge to each other, mutual assistance in learning. Within each such group, favorable conditions arise for comparing their knowledge, skills, capabilities with the knowledge, skills, capabilities of their comrades, as well as for their assessment. The emergence of such a situation is extremely important, because only with it can there be a sharp leap in the development of self-awareness, which will allow the child to set a task for himself, to find ways to solve it. At the same time, he has a relatively small baggage for assessing his capabilities, so he needs to try and try a large number of solutions in practice. And he can judge the correctness of these decisions only by comparing the results of his actions with the successes and failures of other children. Such an assessment contributes to the further activation of the child much more than an assessment from the outside - "good", "bad". More often, the main form of education at school is teaching in the form of a teacher-student. The teacher gave instructions - the child fulfilled it more or less successfully; the child had difficulties - the teacher helped. Each student, in such a tandem, looks at the teacher as the main source of information, adapts to his requirements to the best of his own and his abilities.
Taking all this into account, for better contact of children, group work of students was organized, which were divided into subgroups of 4-6 people and placed around tables facing each other. Tables for this were made up 2-3 together. Subgroups were formed according to the personal wishes of the students. Only when necessary was the assistance provided by the teacher. With such work, it was more convenient for students to navigate, give prompts, help each other, look into the work of comrades, etc. During the games, subgroups-teams competed with each other. Competitions were held for ingenuity, for tricky questions such as "Do you know ...", etc. The teams were preserved during outdoor games and physical culture breaks.
The division into subgroups facilitated the disciplinary moment. The children interacted with their comrades across from them in a more restrained manner than they did in class when everyone was sitting facing the blackboard. Children were less naughty. The students were very passionate about the group work. On the one hand, they could give themselves and others an account of their capabilities, and on the other, they were interested in the capabilities of others.
However, in group work, it was very important to observe the general tempo and rhythm, because the students began to adapt to the rhythm and tempo of each other's actions and thus controlled their own actions, which from involuntary, impulsive became voluntary, controlled. The ability to observe the work of others, the ability to highlight the main components in action is necessary for the self-education of younger students. As well as the ability to tell others about your observations, the ability to organize, plan your actions in a group discussion. Each subgroup, whether accepting the teacher's assignments or choosing the type of assignment itself, held discussions in the following sequence. First of all, the "problem" was discussed. Pupils talked about what they already know (general conversation); then knowledge was clarified, the guys set specific goals for themselves, looked for ways and means of solving them (business conversation); and, finally, the place of each in this activity was discussed, the students found for themselves a suitable style and plan of action (individual conversation). To reach an individual conversation on a chosen problem, it is imperative to master the two previous types of communication. Only under this condition did the activity become comprehensible, necessary, and his own for the child. And this is the activation of everyone in their activity.
The child's activity in activities and confidence in success were ensured by conversations and conversations in which students could freely and boldly take part. Direct instruction from an adult did not give the desired results, since it did not correspond to the laws and mechanisms of development of pupils of a given age. The more favorable conditions were created for the exchange of opinions between schoolchildren, the more intensified their communication (the desire to speak out to their friend, a group of children).
As already mentioned, in the process of communication, children used three types of conversations: general, business and individual conversations. General conversations are free-form conversations of all students around a topic. The conversation was based on the children's knowledge, desires, interests. The teacher here needs to be an attentive listener and intervene in the conversation only when absolutely necessary, indirectly with guiding remarks, and the students must be able and willing to listen to each other, to speak out about this topic of conversation. Through general conversations, the teacher learns what knowledge and experience schoolchildren have, on the basis of which business conversations are built in the future.
Within the framework of a business conversation, new knowledge was given, existing knowledge and experience were clarified; intentions and plans were discussed, and how to perform this or that action.
Individual conversations were a personal internal preparation of a student for independent activity, activation of their capabilities and knowledge, awareness of their desires. Schoolchildren, if necessary, asked clarifying questions to their comrades, adults, told how they would perform this or that task. This work made a valuable contribution to the formation of self-reliance.
Work on the formation of independence continued with the organization of student self-government. Finding and developing an optimal model of self-government in the classroom was difficult. This is due to the age-related psychological characteristics of younger students, as well as to the lack of experience of parents in interacting with the school. Initially, a number of questions arose: 1. What variant of the structure of self-government is appropriate in this class? 2. How best to distribute assignments in a given team? 3. How to organize the work of parents?
We became "Robinsons" the goal of our collective self-government was the development of self-government principles, contributing to the formation of a creative, organized and independent personality. In the 1st grade, the children got acquainted with the assignments. The basis of the organization of class self-government was the game-journey "In the footsteps of Robinson Crusoe" under the motto "The ships will take us far to the ends of the earth." During the distance journey, the children, together with their parents, met with various heroes who helped the children to acquire knowledge, skills and abilities that were important for life.
In the country of great masters, the Sun Horse assisted in the development of various labor skills and abilities: sewing, sewing on buttons, working with scissors, helping in harvesting leaves in the school garden.
Malvina gave etiquette lessons and tried to teach children a culture of communication.
The entertainer came to visit the children when there was a need to organize leisure.
Samodelkin and Karandash taught children to draw, offered to carry out assignments related to artistic activities.
Little brownie Kuzya helped travelers learn self-service skills, the secrets of a cozy and comfortable classroom arrangement.
Doctor Aibolit reinforced the skills and habits of personal hygiene with children, taught them to take care of their health and physical development.
Robinson Crusoe provided his children with their own transport for traveling around Belarus, so that everyone could discover their own unique corner.
The fairytale characters, of course, came from different works. But children like it when there is play in their life, which corresponds to the age of the students. In the travel game, there is a system of alternating assignments so that each child can try himself, his strength and capabilities. The change of assignments takes place at the end of each month at the final class hour under the motto "I am myself!" At the same time, the work is evaluated and analyzed. It can be a pyramid, a circle of a well-aimed shooter, a teremok, or other options suggested by children. In the course of cognitive and practical activities, children comprehend the meaning of the formula of independence: "To become more independent, I must see my goal, plan to achieve it, carry out my plans, draw conclusions and evaluate the result. Immediately I will not become independent: first I will repeat after someone, follow the example, then I will do it my own way, add something of my own, and then teach someone what I can do myself. " The main principle of organizing self-government is the idea of cooperation between children and adults.
The children also became more independent with the help of the activities of a children's public organization - the October movement.
Participation in the October work, including planning, preparation, execution, analysis of the results of joint actions, creates real conditions for the manifestation of all signs of independence. Entering school radically changes a child's life, becomes a new stage in the development of his personality and all mental functions. The child's relationship with the people around them is changing, new serious responsibilities associated with the school appear, and increased requirements are imposed on him. All this causes deep feelings and experiences in children of primary school age: joy, love for school, respect for the teacher. However, at first, the first grader still does not feel like a part of the team: he is completely absorbed in his worries associated with new duties and status.
Involvement in social life begins with the fact that the children are received in October, after which the pioneers, together with the teacher, begin to distribute the October assignments. Fulfillment of assignments contributes to the development of diligence, independence and organizational skills in children. During this period, great importance was attached to the collection of the star. These are the first meetings in the life of the Octobrists, at which they are involved in social work. Such events aroused in the children a desire to complete tasks together, to play together. The tasks of the Octobrists at the training camp are specific: they draw, cut out flags, stars, learn songs, play, make excursions around the school, to the library, the nearest institutions from the school. Each star chooses a commander, orderly, business executive, gamer, florist, etc. the assignments in the asterisk change after a short period of time to give the children the opportunity to experience different roles. Sometimes the instructions are given not to individual guys, but to a whole star. Completing the task together teaches first graders to act together, allows each child to contribute to a common cause, to feel the joy of collective activity and to see the dependence of the final result on the individual efforts of each. All this brings children together, opens up scope for creativity, enriches communication between the members of the star.
For example:
"class masters" - under the guidance of a teacher, the Octobrist airs and cleans the classroom, wipes the blackboard, puts things in order in the closet and on the shelves. perform the role of attendants;
"green patrol" - together with the teacher of the october they keep a weather calendar, take care of flowers, plant plants, noting their names on the plate;
"orderlies" - the october take turns checking the cleanliness of the face, neck, hands, collars, note all this in the health certificate;
"librarian" - the children take care of the class library, which the whole class collects, give out books for reading, marking them in a separate notebook.
When the time allotted for the execution of orders ends, the commander is told about the accomplished. Then the simplest intellectual games are held, riddles are made. At the end of the collection, the teacher and the counselor evaluate the achievements of the asterisk, since the younger student, due to their little life experience, especially needs to evaluate their work, to confirm the correctness of their behavior.
At the third stage of our experiment, external control was minimal, and the field for independent activity of students expanded. Various independent work, both in academic subjects and in various types of activity, was widely used here.
The formation of the independence of younger schoolchildren is clearly shown by the work of composing crossword puzzles by children. At the 1st stage (1st grade), it was shown how to make a crossword puzzle, the features of compiling a crossword puzzle were described. At the parent meeting with the parents, these features were discussed. And with each new task, it was clear how the children's crosswords became more complicated, the level of independence increased.
One of the effective means of promoting cognitive motivation, as well as the formation of independence is the creation of problem situations in the educational process. A problematic situation arises when a teacher deliberately confronts students' ideas of life with facts, for the explanation of which the students do not have enough knowledge and life experience. It is possible to deliberately collide the life ideas of students with scientific facts using various visual aids, practical tasks, in the course of which students necessarily make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in the lesson of the surrounding world on the topic "Who are the birds?" the following problematic situation was created:
What is the distinguishing feature of birds? (These are animals that can fly.)
Take a look at the slide. What animals did you recognize? (Bat, butterfly, sparrow, chicken.)
What do these animals have in common? (They know how to fly.)
Can they be classified as one group? (No.)
Will the ability to fly be the hallmark of birds? - What did you expect? And what actually happens? What question is there? (What is the hallmark of birds?)
A problematic situation can be created by encouraging students to compare, juxtapose contradictory facts, phenomena, data, that is, by a practical task or question, to clash different opinions of students.
So, in the lesson of writing, we offer the students the following situation: - One first-grader girl wrote about herself in the newspaper. Here's what she did: "Hello! My name is Anya. I live in the city of Minsk. I love reading fairy tales. My favorite fairy tale characters are Pinocchio, Cinderella. And I also love to play with a ball."
Correct the mistakes. Write the last sentence in a notebook.
How did you spell the word ball in the sentence? (Different answers: ball, ball.) - Let's look at the screen. What is the difficulty? (We see that some guys have this word written with a capital letter, and others with a small letter.) - What question arises? (Who is right?) - What needs to be done? (Stop and think).
In school practice, problem situations that arise when the known and required methods of action do not match are widely used. Students face controversy when they are encouraged to perform new tasks, new actions in old ways. Having understood the inconsistency of these attempts, they are convinced of the need to master new methods of action. The creation of problematic situations in the classroom makes it possible to intensify the thinking activity of students, direct it to the search for new knowledge and methods of action, since "the next stage of work in the class is the solution of the task. Children express different proposals on how to solve the task. If the children quickly propose a successful (effective) decision, it is up to the teacher to decide whether it is possible to proceed to the next stage of the lesson. a situation when the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it. Then the teacher must deliberately "neutralize" the guessed children, thereby forcing the others to continue thinking. "
An effective tool used in the experiment for the development of independence in primary school students is the group form of education. The use of group forms leads to the fact that students' cognitive activity and creative independence increase; the way children communicate is changing; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence.
It is necessary to organize the educational process in such a way that each student can realize his capabilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself as one of the main qualities of a person.
Independence as a personality trait is largely shaped by independent work. Independent work is a set of methods for organizing cognitive activity, proceeding according to an assignment, at a certain time, without direct guidance and providing an increase in independence. Cognitive independence of students develops in the process of involving them in a variety of educational and cognitive activities and, above all, when performing independent work. Such works not only form the quality under study, but also show how much it is formed in the child, how he can cope with this work. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the work of a student with a book. Doing writing exercises, writing essays, stories, poetry, and the like? these are independent creative works that require more activity and efficiency.
By definition, independent work in the process of teaching younger students should teach children to think, acquire knowledge on their own, and arouse interest in learning at school. The educational process proceeds more efficiently if students fulfill the teacher's assignments with a systematic, systematic decrease in his direct assistance. Since this work occurs gradually, the development of cognitive independence is formed in stages. In the classroom, for example, independent work in mathematics was used (Appendix 8).
Currently, there are many printed publications with a variety of tasks that are designed for children to independently complete. In my work…. I use the following tasks: "Man and the world" task cards 1st grade VM Vdovichenko, TA Kovalchuk, NL Kovalevskaya "Mathematics. Task cards." and etc.
Thus, the application in practice of various types of independent work contributes to the improvement of the skills to work independently and the development of the student's independence. However, any work should begin with the students' awareness of the purpose of actions and methods of action.
The use of various games was another important component of building self-reliance. The game only outwardly seems easy and carefree. But in fact, she is imperious and demands that the player give her maximum strength, energy, intelligence, endurance, independence. Play is not subject to strict regulation - it is an independent activity of children, however, given its tremendous educational impact on a child, adults guide children’s games, create conditions for their emergence and development. The child's freedom and independence is manifested: a) in the choice of the game or its content; b) voluntary association with other children; c) freedom to enter and exit the game, etc. In play, the freedom and independence of children is manifested in different ways. Despite the variety of rules, in all cases the players accept them and seek to fulfill them voluntarily, in the interests of the very existence of this game, since violation of the rules leads to its disintegration, destruction. Children show much greater endurance, stability of attention, patience in fulfilling the rules of the game than in fulfilling the requirements in ordinary everyday life. The rules act as a kind of self-regulation mechanism for the behavior of children. The presence of rules helps children to organize themselves in the game (assign roles, prepare a play environment, etc.). A variety of games were held in our class: intellectual (What? Where? When?), Outdoor games, five-minute games (for example, list words meaning "independent").
In the didactic game, students' independence is formed and manifested. It contributes equally to both the acquisition of knowledge and the development of many personality traits. The purpose of didactic games is to develop the cognitive processes of schoolchildren (perception, attention, memory, observation, intelligence, etc.) and consolidate the knowledge acquired in the classroom. Word games are based on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen their knowledge of them, since in these games it is required to use the previously acquired knowledge about new connections, in new circumstances. Children independently solve a variety of mental tasks: describe objects, highlighting their characteristic features; guess by the description; find signs of similarities and differences; group items according to various properties, attributes; find illogisms in judgments, etc. In our class a Day of the game was held.
The independence of students is also manifested when writing various creative works. From the first grade, a lot of work has been done to develop students' ability to write essays. First-graders make sentences on a specific topic (on the teacher's questions, complement the plot, independently invent events that precede or follow those depicted). All these tasks help the development of students' independence. From the first grade, children were prepared to write essays: they taught how to draw illustrations for a story in sequence, divide the text into parts, express the main idea, ask questions, draw up a plan, etc. The following tasks were also used in the work:
Imagine that you are present with the artist in the places depicted in the picture. Tell:
what surrounds you;
what did you particularly like;
what makes you sad;
where do you start to write an essay.
Examples of children's work:
Reasoning: I love my mom because she loves me.
Narration: The dog barks at passers-by.
Description: The cat has soft paws and a fluffy tail.
Since the formation of independence is a long, purposeful process of more than one year, recommendations were given to parents and teachers for the further development of the studied quality:
The student should be able to set himself different educational tasks and solve them, acting on his own conscious motivation: "This is interesting to me", "I need to do this", without the constant prodding of parents and teachers standing over the soul: "Do it like this ...", " Do it…". It is necessary to help the child in identifying and forming the most important qualities: activity in cognition, interest, initiative, independence, the ability to plan their work and the ability to set goals.
Constant control over the child will not contribute to the development of independence. It is worth considering whether the child too often hears phrases such as "This is not your business", "Do not get involved in the conversations of elders," or that it is too early for him to know that he will not succeed in this, that he is still too small. If the child is so carefully monitored, he will gradually cease to be responsible for his actions and will shift his blame onto adults (“Grandma didn’t put it down,” “You didn’t remind me,” etc.).
At first, while the child is not yet able to set goals for himself, for the development of independence, you can give him options for action. For example, if a child has a dictation in the Russian language, you need to ask him what needs to be repeated first of all, what needs to be done at the end of the dictation, what to look for and offer options. Or if he does not succeed in a task, suggest options for action so that he chooses, for example, call a classmate or do the lessons that he has, etc.
A child will not learn to make the right decisions and find the right course of action right away. But he should hint that success does not depend on the efforts of adults, but also on his own, on the independence of the child and his initiative.
To develop independence, it is necessary to use special reminders for performing various tasks that teach you how to form a certain algorithm in various situations (for example, how to learn a new rule, how to solve a complex problem, how to work on mistakes, etc.).
If a child shows any initiative when completing an assignment, for example, solves an additional task, or finds additional material in preparation for a lesson, he must be praised.
During the years of primary schooling in the process of work and study, children also develop such qualities as independence and hard work. This happens when the child, having made certain efforts to achieve a result, and having received encouragement for these efforts, reaches the set goal.
The fact that at the beginning of educational activity children have to cope with many difficulties associated with the educational process (difficulties in learning to write, reading and counting), getting used to new living conditions (new requirements, responsibilities, daily routine) and new worries (earlier it was possible to play , having come from kindergarten, and now you need to do homework), also contributes to the development of the child's independence and hard work.
The child's faith in his own success is of great importance, it must be constantly supported by the teacher. The lower the level of the child's aspirations and his self-esteem, the stronger the people who bring him up (teachers, parents) should support him.
How can you develop independence in schoolchildren? First of all, welcome his aspirations for independence, trust to do more things on his own.
From the very beginning of schooling, help with homework should be minimized so that the child can do everything himself. For the development of such a quality, one can, for example, create a situation for which suitable conditions exist in group forms of work and learning: the child is entrusted with some important task, and if he successfully completes it, he turns out to be a leader for others.
It is necessary to divide the work between the student and the teacher. In elementary school, children should not only learn to act according to instructions, plans, algorithms, but also learn to build their own plans and algorithms, follow them.
The system of educational assignments should be based on the gradual advancement of schoolchildren from actions in cooperation with the teacher to completely independent ones.
3 Analysis of the results of experimental work
The final stage of the experimental work was a re-examination of the level of independence of students in grade 1 to check the effectiveness of the work done. For this, the same techniques were used as at the ascertaining stage.
A survey of students was conducted, the purpose of which was to identify children's ideas about independence, independent people. According to the results of the survey, the following results were obtained: 50% of the students were able to answer the question what independence is (at the beginning of the experiment, only 19% answered this question). 63% of the students answered the second question (at the beginning of the experiment, the indicator was 37%). According to the results of the third question, 69% of the students in the class can be called independent (44% at the beginning of the experiment). 75% of students consider themselves to be independent (the indicator of the first survey is 37%). And 70% of the students answered that their independence is manifested in various types of activities: in housework, preparing lessons, working in class, etc. (initial figure 44%). As you can see, the indicator of independence of 1st grade pupils according to the results of the survey has grown significantly. This is due to the clarification and expansion of the meaning of the concepts of "independence", "independent person". However, this may also be due to the fact that, due to their imitativeness, there were many similar answers to the last question.
Then we turned to the map of the upbringing of a younger student. After agreeing with the parents and, on the basis of the teacher's observations, changes in the manifestation of qualities in students were recorded (Appendix 10).
As you can see, the level of formation of certain qualities has increased. For clarity, we will display these indicators in a diagram.
Diagram 2.3.1. Formation of volitional qualities of 1st grade pupils based on the results of the analysis of education cards.
Next, we turned to the "Unsolvable Problem" technique. The purpose and technology of this technique are described in paragraph 2.1, we present the results obtained. They are as follows: 30% of the children worked independently and did not seek help from a teacher. 45% of pupils worked independently for 10-15 minutes, and then asked for help. 25% started working, but realizing that they could not cope, they quit their job.
Observation was also carried out. Special situations were created where the children needed to show the quality we were studying. Observation was carried out in educational, labor activities. For example, when organizing the cleaning of their workplace after fine arts lessons, most of the children from the class showed their independence and initiative and began work without the teacher's team, of their own free will. They tried to clean up not only after themselves, but also to help their comrades. All students took an active part in the contest "Decorate Your Class for the New Year". Having received a homework assignment, they cut out snowflakes and made garlands on their own. Then, in the classroom, they suggested where and how to place the decorations, helped each other in doing this work. They also showed independence in their work: they watered the flowers in the classroom, washed the board. In the extended day group, the teachers sat down to read books and put away their toys without prompting. It was seen that independence is manifested in various types of activity, the students themselves are interested in this activity.
On the basis of a set of diagnostic techniques, after carrying out mathematical calculations, the distribution of students in the experimental class looked as follows:
Table 2.3.1. Distribution of students in the experimental class according to the level of independence formation at the final stage of the study
Level Number of students in absolute numbers in percent rel. High 5 31 Medium 7 44 Low 4 25
In order to see what changes have occurred in the experimental class at the beginning and end of the study, refer to Table 2.3.2.
Table 2.3.2. comparative table of the level of formation of independence of students in the experimental class
Level At the beginning of the research stage At the end of the research stage Number of students Number of students in absolute numbers in percentage points in absolute numbers in percentage points High 3 19 5 31 Medium 7 44 7 44 Low 6 37 4 25
For clarity, the results are shown in Diagram 2.3.2.
Diagram 2.3.2. The level of independence of the experimental class at the beginning and end of the study
As can be seen from the diagram and table, the level of independence of 1st grade pupils at the beginning and end of the study has changed. The indicator of the formation of the studied quality at a high level has increased. At the initial stage of the study, it was 19%, by the end of the experiment it increased to 31%. The indicator of the average level of independence remained unchanged, but the indicator of the low level of independence formation decreased. At the beginning of our experiment it was 37%, and by the end of the study it was 25%. Such changes are due to the fact that some students (Dasha E., Nikita M.,), after the work done, increased the level of the studied quality. The indicator of independence formed at a low level has become significantly lower. This is due to the fact that, for example, such students as Svetlana N. and Igor D. increased their level of independence, due to the work done.
Thus, the independence of students in activities is manifested and formed more successfully when creating special pedagogical conditions.
.Of particular importance for the development of younger schoolchildren is the stimulation and maximum use of independence in the educational, labor, play activities of children. Strengthening such motivation, for the further development of which the younger school age is a particularly favorable time of life, reinforces a vitally useful personality trait - independence.
.An essential role in the development of independence is played by the application in practice of various teaching methods and modern pedagogical technologies (group forms of student work), didactic games, problem situations, tasks that support the child's confidence in success; creating conditions for positive experiences of success, a system of rewards.
.The organization of a stimulating environment determines the success of the process of forming the independence of primary schoolchildren in various activities.
The general logic of the formation of independence consists in the movement from action to ability. The formation of independence occurs when a person builds, organizes his actions, and only later can we talk about independence as a quality of a person, independent of specific activities.
Thus, we can say that the process of formation of independence is carried out successfully if there is a reliance on the student's own activity, his inclusion in the system of basic activities. At the same time, it is very important that the field of activity of children gradually expands, and the affairs in which children participate become more complicated. Of course, independence as an integrative quality in younger schoolchildren has not yet been fully formed and each of its features can fulfill its function only in conjunction with other personality traits. With regard to primary school age, experts talk about the formation of the prerequisites necessary for the all-round development of the individual. The prerequisites at each stage of psychological development create personality formations that are of lasting importance.
Conclusion
The intensity of the development of our society, its democratization increase the requirements for the formation of an active, creative personality. Such a person independently regulates his own behavior and activities, determines the prospects for his development, ways and means of achieving his goals. The more self-reliance is developed, the more successful a person sets his future, his plans and more successfully acts, realizing them.
Work on the formation of independence must be purposefully carried out in elementary school, since it is there that the foundations of a developing personality are laid, leading qualities are formed.
The purpose of our research was to identify the pedagogical conditions for the formation of independence in the activities of primary schoolchildren.
Thus, a theoretical analysis of research on the topic under study made it possible to reveal the content of the concept of "independence", which is considered as the leading quality of a person, expressed in the ability to set certain goals for oneself and achieve their achievement on their own, while planning their activities, obeying a certain regime and rules. In the course of the study, the conditions for the formation of the independence of primary schoolchildren in activity were determined. These studies provide a basis for identifying the most significant pedagogical conditions for younger schoolchildren, contributing to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the assignment, the successful performance of independent activities, the benevolent relationship that develops between the students and the teacher in the activity, the feasibility of the work and the assessment of its results. Recommendations for parents and teachers were developed. The analysis of the study gives grounds to assert the truth of the hypothesis put forward. Indeed, the formation of independence is carried out effectively if it is ensured: stimulating the activity of the student in various types of activity, changing the position of the teacher in organizing the activities of children from direct to indirect guidance. In the course of the experimental work, the goal and objectives of the study were achieved, and the hypothesis was confirmed. The general logic of the formation of independence consists in the movement from action to ability. The formation of independence occurs when a person builds, organizes his actions, and only later can we speak of independence as a quality of a person, independent of specific activities.
Literature
The concept of continuous education of children and students in the Republic of Belarus. Appendix to the decree of the Ministry of Education of the Republic of Belarus of 12/14/2006 No. 125 // Problemy vyhavannya No. 2, 2007. - P.3
Shiyanov, E.N. Personal development in learning: a textbook for ped students. universities / E.N. Shiyanov. - M .: Academy, 1999.-P.288
Pidkasisty, P.I. Independent cognitive activity in training / PI Pidkasisty. - M .: 1980.
Yanotovskaya, Yu.V. Experimental study of independence in labor activity / Yu.V. Yanotovskaya. - M .: 1973
Elkonin D.B. Psychology of the game / D.B. Elkonin. - M .: Vladovs, 1999
Rastovetskaya, L.A.
Dmitrieva, N. Yu. General psychology / N.Yu. Dmitrieva. - M .: EKSMO,
Independence / Encyclopedic Dictionary of the Russian Language. - C 251
Alekseev, N.G. Design and reflective thinking. Personal development // Nastaunitskaya. - 2002 .-- 10 studios. - p. 3 - 5
Kon, I.S. Child and society / I.S. Kon. - M.: Academy, 2003 .-- p.336
Independence / Pedagogy: a big lie. encyclopedia / comp. E.S. Rapatsevich. - Minsk: Modern Word, 2005. - P.515
Mizherikov, V.A. Dictionary - a reference book on pedagogy / V.A. Mizherikov; ed. P.I. Pidkasistogo P.I. - M.: TC "Sphere", 2004. - P.448
Independence. Koporulina N.V. Psychological dictionary / compiled by N.V. Koporulina, under the editorship of Yu.L. Neimer. - Rostov n / a: Phoenix, 2003 .-- S.640
Independence / Ozhegov, S.I. / Dictionary of the Russian language / ed. N.Yu.Shvedova. 1992 .-- P. 604
Kochetov, A.I. Pedagogical diagnostics at school / A.I. Kochetov. -Minsk, 1987
Lomov, B.F. Methodological and theoretical problems of psychology / B.F. Lomov. - M .: Science. - 1984. - P.432
Kharlamov, I.F. Moral education of schoolchildren: a guide for homeroom teachers / I.F. Kharlamov. - M.: Education, 1983. - S. 158
Poddubskaya, G.S. We bring up independence / G.S. Poddubskaya // Pachatkovaya school. - 2010. - No. 8. - P.63 - 66
Shintar, Z.L. Intellectual independence of primary schoolchildren / Z.L. Shintar // Pachatkovaya school. - 2007. - No. 8. - p. 12 - 16
Danilov, M.A. Education in schoolchildren of independence and creative activity in the learning process / M.A. Danilov. - M .: Education, 1978
Davydov, V.V. Problems of developing education / VV Davydov. - M .: Pedagogy, 1986. - P.240
Talyzina, N.F. Management of cognitive activity of students / Ed. P.Ya. Galperin, N.F. Talyzina. - publishing house of Moscow State University, 1972. - p. 262
Pidkasisty, P.I. Pedagogy: textbook / P.I. Pussy; 2nd ed. rev. and. add. - M.: Yurayt, 2011 .-- S. 502
Savelyeva, T.M. Theoretical problems of developing education collection of articles / scientific ed. T.M.Savelieva.-Minsk.-PKOOS "Polybig". - 2000. - S. 224
Lyublinskaya, A.A. Child psychology: textbook. manual for ped students. in-tov / A.A. Lyublinskaya. - Education. - 1971. - S.415
Matyukhina, M.V. Developmental and educational psychology: textbook. A handbook for ped students. institutes for the special "Pedagogy and methodology of the beginning. Teaching / Matyukhina MV, Mikhalchik TS [and others] under the editorship of MV Gomezo - M .: Education. - 1984. - P.163 - 164
Mikhailenko, N. Ya. How to play with a child / N.Ya. Mikhailenko. - M .: Pedagogika, 1990 .-- P.24
Poddyakov, N.N. Development of thinking and mental education of a schoolchild / NN Poddyakov, AF Govorkova; ed. N.N. Poddyakov. - M .: Pedagogy, 1985 .-- P.200
Shamova, T.I. Formation of independent activity of schoolchildren / T.I. Shamova. - M .: 1975 .-- P. 94
Mukhina, V.S. Developmental psychology: textbook. A guide for students. universities / V.S. Mukhina. - Academy, 2003 .-- P. 456
Zayats, T.I. The role of didactic games in the formation of cognitive activity of primary schoolchildren / T.I. Zayats // Pachatkovaya school. - 2010. - No. 7. - P.66 - 68
Ignatiev, E.I. Psychology: a guide for ped. schools / EI Ignatiev [and others] - M .: Education, 1995. - P.44 - 47
Zimnyaya, I.A. Fundamentals of educational psychology / I.A. Zimnyaya. - M .: Education, 1980 .-- P.39 - 54
Elkonin, D.B. Mental development in childhood: Selected psychological works / D.B. Elkonin. - M.: MPSI; Voronezh: NPO MODEK. - 2001. - p. 416
Gagarin, S.F. Activation of educational and creative activities of younger schoolchildren at labor training lessons / S.F. Gagarina // Pachatkovaya school. - 2007. - No. 9. - P.65 - 66
Matyushkin A.M. Thinking, teaching, creativity / A.M. Matyushkin. - M .: 2003. - S. 720
Kalinina, N.V. Educational independence of a younger student: diagnosis and development: practical pos / N.V. Kalinina, S.Yu. Prokhorova. - M.: ARKTI. - 2008. - P. 80
Kudeiko, M.V. Kudeiko M.V. Development of the creative activity of younger schoolchildren in art construction classes // Pachatkovaya school. - 2009. - No. 2. - P.6 - 9
Krupskaya, N.K. Ped. essays. In 11 volumes / N.K. Krupskaya. - M .: vol. 3. - p.83
Lyublinskaya, A.A. Child psychology: textbook for ped students. in-tov / A.A. Lyublinskaya. - Enlightenment. - 1971. - S.415
Asmolov, A.G. Psychology of personality: textbook / A.G. Asmolov. - M.: publishing house - at Moscow State University. - 1990 .-- S. 367
Leontyev, V.B. Educating the independence of younger schoolchildren in the process of preparing and holding the holiday / VB Leontyeva // Pachatkova navuchanne: syamya, dzitsyachy garden, school. - 2001, No. 6. - P. 80 - 81
Annex 1
Oral questioning of students
Target:to reveal the ideas of children about independence, independent people.
Schoolchildren are invited to answer the questions:
What is self-reliance?
What kind of person is called independent?
Who can be called independent in the class?
Do you consider yourself independent? Why?
How is your independence manifested?
Appendix 2
Summary sheet of grade 1 education map at the beginning of the study
Personality traits (final grades) Overall final grade Student KTCHSLE 3 Dasha E. 334333 2 Maxim D.232213 3 Nikita M. 33343 3 Alesya V. 344333 3 Carolina K. 3332333 2 Andrei K. 322123 2 Nikita P. 322124 3Artemlona M. 3333312 4Idana 3 Sh.444423 4Igor D.322243 2Kristina K..332324 3Tatyana K..434333 3Elena B..433434 4Svetlana N..223223 2 Overall final assessment of personality quality 333333
TO ?collectivism and humanism; T ?hard work; H ?honesty; WITH ?independence and organization; L ?curiosity; NS ?emotionality.
Appendix 3
Summary sheet of grade 1 education map at the end of the study
Personality traits (final assessments) Overall final assessment student KTCHSLE Dasha E. 444443 4Max D.332223 3 Nikita M. 443443 4 Alesya V. 3444334 Karolina K. 4324233 Andrey K. 32222232.3 Nikita P. 32222242.5 Artem M. 4334323.1 Ilona M.4445344 Aleksey L.332.432432.3 K.3323343 Tatiana K.4343333.3 Elena B. 5435344 Svetlana N.3333233 Overall final assessment of personality traits 43.43433
K - collectivism and humanism; T - hard work; H - honesty; С - independence and organization; L - curiosity; E-emotionality.
Appendix 4
An unsolvable task
Target: to identify the level of independence of students.
The children were asked to solve a puzzle problem (first one that is easy to solve, and then one that cannot be solved). When deciding to observe the children and keep track of the time: how many minutes they acted independently; when they asked for help; who did it right away; who tried to decide to the end; who, realizing that they could not decide, quit their job, etc.
Based on the methodology, the following conclusions are drawn:
)High level - the students worked independently, did not ask the teacher for help;
)Intermediate level - worked independently for 10-15 minutes, then asked for help;
)Low level - realizing that they could not solve, they quit their job.
Appendix 5
F.I. Student's level of independence Dasha E. AverageMaxim D. Nizky Nikita M. Middle Alesya V. Middle Karolina K. Middle Andrey K. Nizky Nikita P. Nizky Artem M. Middle Ilona M. Tall Alexey L. Nizky Diana Sh. .Short
Appendix 6
Results of the method "Unsolvable problem"
F.I. pupil Level of independenceDasha E.VysokiyMaxim D.NizkyNikita M.VysokiyAlesya V.MediumKarolina V.MediumAndrey K. NizkyNikita P.NizkyArtem M.MediumIlona M.VysokiyAlexey L. Average
Tutoring
Need help exploring a topic?
Our experts will advise or provide tutoring services on topics of interest to you.
Send a request with the indication of the topic right now to find out about the possibility of obtaining a consultation.
The purpose of the parent meeting: the formation of the parents' need for the upbringing of the child's independence.
- Show the role of the father in raising children.
- Provide recommendations for developing self-reliance skills.
- Provide training for fathers.
During the classes
I. Introduction.
Good evening! How nice and unusual to see you, dear dads, at our parent meeting. Thank you for taking the time to come to the parent meeting.
It was not by chance that I invited you today, not our mothers. I think it will not be a revelation for you to say that the role of the father in the family is large and serious. It is the father who is responsible for ensuring that the son grows up as a courageous, skillful, hardworking person, a patriot of his homeland.
And in raising daughters, this role is no less. Who, if not the father, will set an example of the relationship between a man and a woman? And when children see the respect with which the father treats the mother, then they also become more sensitive and attentive to their parents.
But if earlier the unconditional power of the father as the head of the family also determined his responsibility for the children, now it is troubling that many fathers have lost their former sole power and personal responsibility for the family, raising children, leaving everything to the mothers.
Your main goal has become - material support of the family, so that it is fed, shod, dressed. And there is no time left for raising children. These are mostly mothers.
Then, when the children grow older, we begin to wonder why my child is not accustomed to anything, does not know how to do anything, has grown up as a kind of “sissy,” and we begin to blame his wife for this, but not ourselves.
Before it is too late, my dears, reconsider your role in the family, and together with your mothers, take care of raising your child so that he grows up as a worthy person, a real son or daughter.
At our parenting meetings, you will receive the necessary parenting advice, so always have a notebook and a pen with you.
II. Education of independence.
Today we will talk with you about a very valuable quality that a person needs in life. What do you think this quality is? (Independence).
In an effort to do everything for the child, adults do him great harm, deprive him of independence, undermine his faith in his own strength, teach him to hope for others. Independence is not born by itself, it is nurtured and developed.
Stages of self-reliance development.
- Children act on the model of adults, copying their actions (stage of imitation).
- Perform parts of the work independently (Stage of partial independence).
- Perform certain work independently in repetitive situations, the most significant types of activity (Stage of more complete independence)
- How many of you can say that your child is more or less independent? How is this expressed? Who is it difficult to tell?
I will try to help you with this.
You have sheets on your desks with a list of the most common problems. Mark those that have arisen in your family. Check the box.
- The child does his homework only under the supervision of his parents.
- When doing homework on his own, it can take hours.
- He doesn't want to do anything around the house. Makes a mess and refuses to clean up after himself.
- After school, he does not go home immediately, but wanders around who knows where.
- Doesn't keep track of his belongings, throws them anywhere.
Perhaps you could add to this list other problems that arise specifically in your family.
Now let's find out what measures you took to remedy the situation. In the second column on the sheet, list your actions and put one of the three signs - +? You put “minus” if the actions you have taken did not help at all or helped for a short time. “Plus” if the situation has improved after your exposure. And, finally, you put a “question” in the event that it is not yet clear to you how your actions influenced the situation.
Are there those who have at least one problem solved? (Experience exchange).
Often parents themselves refuse to bring up independence in a child, since it is easier and more convenient for them. There is no need to worry that a son or daughter will do something without the knowledge of the parents and, perhaps, do something stupid. Mom and Dad will be sure that the children will definitely ask their permission, leave the solution of the problem until the parents arrive, do not take the initiative in buying food, cooking dinner, etc. The child will follow the instructions of the parents, and they will not have to look for new ways forms of interaction with him. But without doing this, without expanding the powers of the child, it will be impossible to change his way of thinking. Despite all the efforts, punishment, he will still rely on your custody.
You need to start the changes with yourself, you need to try to change your behavior towards the child. First of all, look at the child with your own eyes (forget what neighbors, teachers, etc. say about him). You know him better. What character traits do you like in him, what do you dislike, what would you like to change in him?
For example, you know about your child that he greatly values family relationships, your attitude towards him. Build your comments around this quality of the child. Do not threaten him: “Try not to come on time today!”, But share your feelings: “I would be so glad if you came early today. We would sit at tea, discuss the problems. "
Or “I’m very upset that you didn’t have time to do your homework when I came.”
Try not to use the word “you” in your phrases (“You always leave dirt in the room”, “You haven't done your homework again?”). The child feels that he is bad and is offended.
And use the word "I". "I thought you and I agreed that the room should be cleaned daily."
III. Training for parents.
Write down 3 examples of your “I am statements” that you could address to your child right now. (Writing and reading aloud at will).
The degree of independence of children at primary school age also depends on personal qualities.
You cannot compare the abilities of your child with the achievements of other children. For some, it is enough for adults to control the results of their activities, while others need control throughout the entire process. Someone needs one reminder, others need the vigilant attention of an adult. If, nevertheless, the child is accustomed to constant control by his relatives, if his every step is preceded by a reminder, a shout, a prodding, then it is useless to wait for everything to change in a week or a month. We must be patient. Fostering independence should be gradual.
The memo issued to you will help you with where to start the process of independence.
REMINDER FOR PARENTS
(education of independence)
- Teach your child to be independent in household chores. Let him help you with the housework, gradually he will have his personal responsibility, for which only he is responsible (watering flowers, setting the table, taking out the trash, going for bread - choose the one that best suits your way of life).
- Give your child the opportunity to take care of himself. Requirements for a son or daughter should be age appropriate and consistent. You should not do for the child what he can do himself (except in exceptional cases, for example, if he is not feeling well). Otherwise, he will get used to the fact that after a few reminders, you will still do everything for him, and simply will not react to your words. If you tell him several times to collect and prepare clothes for tomorrow, and he does not, let him worry himself at least once in the morning. Even if he is late for school that day, it will be his responsibility, not yours.
- As often as possible, involve the child in the discussion of general plans, listen and take into account his opinion. The same applies to conflict situations: look for a way out together, discussing all the pros and cons of the proposed solutions, try to come to compromises.
- Do not “stand above the soul” of your son or daughter. A child accustomed to the fact that his every action is controlled by adults will never learn to work independently. When he started work, mind your own business, come up to the child only from time to time and watch how his business is progressing. If you notice that he is distracted, in a calm and benevolent tone, take an interest in his success.
- Encourage questions from him, but do not "chew" tasks for him - he must learn to understand them himself. Use the trick, let the child explain to you how they did similar tasks in the class, - after all, you have studied for so long that you do not remember the school requirements well. Look for an incomprehensible, controversial word, the necessary synonym together in the dictionary - this, on the one hand, will serve as a change in activity, and on the other, it will teach a son or daughter to use reference literature.
- Scheduling and developing a sense of time in your child can help overcome distractions. This feeling can be developed by asking him to estimate how long a particular action will take (for example, how long it takes to write a sentence, have breakfast, etc.).
- If it is important for your child to watch a program or go for a walk, try to schedule the time together so that everything is in time. Try to guess how long a task might take to complete, and then time the time and compare the results. Agree that only the task that is done completely and accurately is considered completed.
- Determine the individual characteristics of the child by observing the style of his work: how quickly he gets tired of monotonous activity, whether he easily joins in a new task or “sways” for a long time, what type of activity is easier for him (writing, counting, reading, drawing, etc.). ), what subjects are more interesting to him. Then, with these considerations in mind, work together to make a lesson plan for each day. Gradually, the child will become accustomed to timing and organizing their activities, and your presence in the room will no longer be necessary. Your functions will include control of the final result. Equip your child with a permanent workplace where it will be convenient and pleasant for him to study. In no case do not let him for the lessons with the TV, radio, computer turned on, if possible, create a calm and quiet environment during the preparation of homework.
- The child must collect the portfolio from the first grade himself, the list of items that must be taken with him on a particular day will help him not to forget anything. Collecting a portfolio in 4th grade is a humiliation for him and for you.
- If you say that you will do something, then do it without fail. Otherwise, the child will get used to “ignore” your warnings. If you say that on the weekend he is punished, and you do not let him go somewhere, keep that promise.
IV. Summing up the meeting.
In conclusion, I would like to say that in every family the situations are different. You can follow some recommendations, you can choose your own methods of solving problems. It is important that, along with the requirements for the child, you do not forget about his right to his own view of things, about the right to make decisions for himself and be responsible for this.
V. Reflection.
I think that today's meeting was very valuable and informative for you. Love your children, devote more time to them, and then the people around you will surely say: “What a wonderful child you have!”
Complete the phrase: "After today's meeting, I ..."
At primary school age, it is possible to successfully form the quality under study, relying on the characteristic features of the psyche of a younger student. Psychologists note the child's active desire for independence, manifested in psychological readiness for independent actions. Younger schoolchildren have a growing need for independence, they want to have their own opinion about everything, to be independent in matters and assessments.
When characterizing the independence of a primary school student, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for vigorous activity and independence determines the characteristic qualities of the psyche of a younger student: emotionality, impressionability, mobility. At the same time, suggestibility and imitation are inherent in children. Is there also such a feature of the character of a younger student as impulsiveness? the tendency to immediately act under the influence of immediate impulses, motives, for random reasons, without thinking and not weighing all the circumstances. Younger schoolchildren are very emotional, they do not know how to restrain their feelings, control their external manifestation. Schoolchildren are very spontaneous and frank in expressing joy, sadness, fear. They are distinguished by great emotional instability, frequent mood swings. Self-reliance is a very important quality of will. The smaller the schoolchildren, the weaker their ability to act independently. They are not able to control themselves, therefore they imitate others. In some cases, lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of the behavior of the teacher and the people around them are positive.
The age characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint.
The available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activity: in play (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).
During the period of study in elementary school, the type of leading activity changes: role-playing game, in which the preschooler develops mainly, gives way to learning? strictly regulated and evaluated activities.
The student's independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, problem and find an approach to their solution. It manifests itself, for example, in the ability to approach the analysis of complex educational tasks in their own way and perform them without outside help. The independence of the student is characterized by a certain criticality of the mind, the ability to express his own point of view, independent of the judgments of others.
At primary school age, play activities continue to occupy a large place. Play affects the development of the child's personality. She helps the younger student to form communication skills, develops feelings, promotes volitional regulation of behavior. Children entering into complex relationships of competition, cooperation and mutual support. Claims and acknowledgments in the game teach restraint, reflection, the will to win. Independence is found in the design and development of the plots of complex collective games, in the ability to independently perform a difficult and responsible task entrusted to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other children.
Role-playing games of younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. Thus, a poorly performing schoolchild takes on the role of a good student and, in play conditions that are lighter in comparison with real conditions, is able to fulfill it. The positive result of such play is that the child begins to make those demands on himself that are necessary to become a good student. Thus, role-playing can be viewed as a way of encouraging a younger student to educate himself.
Younger schoolchildren enjoy playing didactic games. Didactic games not only contribute to the development of personal qualities, but also help the formation of educational skills. They have the following elements of activity: game task, game motives, educational problem solving. As a result, students acquire new knowledge of the content of the game. In contrast to the direct formulation of an educational task, as it happens in the classroom, in didactic play it appears "as a play task for the child himself. The methods of solving it are educational. Elements of the game in the learning process evoke positive emotions in students, increase their activity. Younger schoolchildren with great interest they carry out those labor tasks that are of a play nature.
The manifestation of the independence of primary schoolchildren is also considered in work. In labor lessons, students often work disorganized: they are hampered by the rapid distraction and lack of independence inherent in this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide it himself, interrupts work and immediately turns to the teacher for help. When a student acquires some elementary skills and can work independently, he begins to bring creative moments into his work that reflect his individual characteristics.
A student will be able to work independently only when he acquires the skills and abilities necessary for this work, he knows how to work, he begins to apply the strengthened skills and knowledge in a new environment, deciding for himself how to act and in what sequence. Solving practical problems, with the direct participation of the teacher, the student develops his independence. Some children stop working immediately if they encounter difficulties and wait for the teacher's help. As a rule, these are those students who are engaged in labor only at school, they do not do anything at home, do not do any work. Some students, having encountered difficulties in the course of work, begin to think, seek and seek an independent solution to the issue. Lacking the proper skills and abilities, these schoolchildren make mistakes, spoil their work; disregarding their capabilities, they begin to work, not thinking about what this activity will lead to.
The independent activity of younger schoolchildren takes place in a variety of forms. Can it be an independent cognitive activity, educational work? experimental site, independent reading, observation, preparation of answers to questions. Characterizing the independence of primary schoolchildren, one should also note the rather stable nature of its manifestation.
The leading activity of younger schoolchildren is educational activity. Play remains an important activity. Based on the psychological characteristics of this age, it can be concluded that independence, as a volitional quality of primary schoolchildren, is manifested in work, play activities, in communication, in a group of peers, in a family.
All of the above should be taken into account in the formation of independence as the leading quality of the personality of a younger student.